2015-2016
Undergraduate Field
Education Manual
Department of Social Work Education
5310 N Campus Drive M/S PH102
Fresno Ca, 93740-8019
Phone: 559/ 278.3992 | Fax: 559/ 278.7191
UNDERGRADUATE FIELD
EDUCATION MANUAL
FRESNO STATE
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK EDUCATION
5310 NORTH CAMPUS DRIVE M/S PH 102
FRESNO, CA 93740-8019
PHONE: (559) 278-3992 | FAX: (559) 278-7191
Jody H. Hironaka-Juteau, Ed.D.
Dean, College of Health and Human Services
Virginia Rondero-Hernandez, Ph.D., LCSW Chair,
Department of Social Work Education
Andrea Carlin, LCSW, PPSC, Field Coordinator and PPS
Coordinator
Benita Washington, MSW, PPSC, Assistant Field
Coordinator
Fall 2015
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UNDERGRADUATE FIELD MANUAL
2015-2016
Table of Contents
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INTRODUCTION.................................................................................................................................................................................................... 5
SECTION 1. Overview of Field Education .......................................................................................................................................................... 6
A.
Purpose of Field Education (Internship) ................................................................................................................................................ 6
B.
The Relationship of Field Education to Classroom Content .................................................................................................................. 6
C.
Preparation for Field Education ............................................................................................................................................................. 6
SECTION 2. Overview of Administration and Delivery of Field Education .................................................................................................... 8
A.
Field Internship Administrative Structure ............................................................................................................................................... 8
Field Coordinator Roles and Responsibilities ..................................................................................................................................... 8
B.
Assistant Field Coordinator Roles and Responsibilities ................................................................................................................... 10
C.
D.
Field Review and Certification Committee ........................................................................................................................................... 11
E.
Faculty Liaison Role and Responsibilities ........................................................................................................................................... 12
F.
Field Instructor Role and Responsibilities .......................................................................................................................................... 14
G.
Agency Field Instructor (M.S.W.) Role and Responsibilities ................................................................................................................ 16
H.
Agency Supervisor (Non social work) Role and Responsibilities ...................................................................................................... 17
SECTION 3. Field Education and Practice Curriculum .................................................................................................................................. 18
A.
EPAS Competencies and DSWE Practice
Behaviors……………………………………………………………………………..……………………………………………………………18
B.
SWRK 181 (Fall) - Field Instruction A .................................................................................................................................................. 23
C.
SWRK 180 (Fall) - Seminar in Macro Practice .................................................................................................................................... 32
D.
SWRK 182 (Spring) - Field Instruction B ............................................................................................................................................. 38
E.
SWRK 183 (Spring) - Seminar in Micro Practice ................................................................................................................................. 46
SECTION 4. Field Education Policies and Procedures .................................................................................................................................. 54
A.
Field Education Site Description and Selection ................................................................................................................................... 54
B.
Use of Employment as a Field Education Site ...................................................................................................................................... 56
C.
Conflict of Interest ............................................................................................................................................................................. 59
D.
History of Arrest and/or Convictions .............................................................................................................................................. 59
E.
Liability Insurance ................................................................................................................................................................................ 59
F.
Student Placement Procedures............................................................................................................................................................ 59
G.
Procedures for Emergencies and Injuries Related to Field Placement Based on the Workers Compensation Program................... 61
H.
Procedures for Incidents Involving Students (No Injury to Student) ................................................................................................. 62
I.
Reassignment of a Student .................................................................................................................................................................. 62
J.
Agency Rights and Responsibilities ..................................................................................................................................................... 63
K.
Field Instructor Training ..................................................................................................................................................................... 64
L.
Field Education Time Requirements ...................................................................................................................................................... 64
M. Factors Affecting Student Participation in Field Internship ....................................................................................................................... 66
N.
Semester Breaks ................................................................................................................................................................................... 66
O.
Academic Standing.............................................................................................................................................................................. 66
P.
Policy Against Harrassment .............................................................................................................................................................. 66
Q.
Academic Adjustment for Students with Disabilities ........................................................................................................................... 66
R.
Transportation and Incidental Costs and Requirements ............................................................................................................................ 66
S.
Student Access to Educational Records............................................................................................................................................. 67
T.
Student Stipends ................................................................................................................................................................................... 68
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SECTION 5. Student Roles, Rights, Responsibilities and Due Process Procedures.................................................................................. 69
A.
Student Rights ..................................................................................................................................................................................... 69
B.
Responsibilities of the Student ............................................................................................................................................................ 69
C.
Student Recourse ................................................................................................................................................................................. 70
D.
Dismissal ............................................................................................................................................................................................... 71
SECTION 6. THE LEARNING AGREEMENT AND FIELD ASSIGNMENTS ..................................................................................................... 73
A.
Introduction ........................................................................................................................................................................................ 73
B.
Requirements ........................................................................................................................................................................................ 73
C. Fall Semester – 181 Learning Agreement ........................................................................................................................................... 75
D. Spring Semester – 182 Learning Agreement ...................................................................................................................................... 80
E.
Concurrent 1 8 1 Practice Assignments ............................................................................................................................................ 85
F.
Concurrent 1 8 2 Practice Assignments ............................................................................................................................................ 89
SECTION 7. EVALUATIONS .............................................................................................................................................................................. 97
A.
Introduction ........................................................................................................................................................................................ 97
B.
Evaluation of Student Performance.................................................................................................................................................. 97
C. Agency Evaluation.............................................................................................................................................................................. 97
D. Evaluation of Field ............................................................................................................................................................................. 98
E.
Corrective Action Plan....................................................................................................................................................................... 98
F.
Grading Policies for Field Instruction .................................................................................................................................................. 98
SECTION 8. GENERAL INFORMATION ...................................................................................................................................................................... 99
A.
NASW Code of Ethics ........................................................................................................................................................................... 99
B.
Guidelines for Requesting Internship in Agency of Employment ........................................................................................................ 117
C.
Field Calendar.................................................................................................................................................................................... 120
D.
Suggested Field Placement Activities ................................................................................................................................................. 122
E.
California State University, Fresno Policy on Academic Adjustments for Students with Disabilities ............................................. 124
F.
Uses of the Journal ............................................................................................................................................................................ 134
G.
Legal and Ethical Issues ................................................................................................................................................................... 135
SECTION 9: FORMS...............................................................................................................................................................................................136
A.
Application for Field .......................................................................................................................................................................... 137
1. SWRK 181/182 Undergraduate Field Application…………………………………………………………………………………………137
2. Legal and Ethicals Issues……………………………………………………………………………………………………………………139
3. Field Practicum Student Agreement………………………………………………………………………………………………………..140
4. Petition for Exception…………………………………………………………………………………………………………………………141
B.
Learning Agreements…………………………………………………………………………………………………………………………...143
C.
Application for In-Agency Field Placement ...................................................................................................................................... 144
D.
Weekly Individual Supervision Agenda.............................................................................................................................................. 148
E.
Evaluations ......................................................................................................................................................................................... 149
1. SWRK 181 Mid-term Evaluation………………………………………………………………………………………………………..…..149
2. SWRK 181 Semester Evaluation…………………………………………………………………………………………………………..154
3. SWRK 182 Mid-Term Evaluation…………………………………………………………………………………………………………..158
4. SWRK 182 Semester Evaluation…………………………………………………………………………………………………………..163
F.
Templates and Samples………………………………………………………………………………………………………………………..167
G.
Faculty Liaison Forms…………………………………………………………………………………………………………………………..182
H.
Core Theories that Support the Social Work Curriculum …………………………………………………………………………………..187
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INTRODUCTION
This Field Education Manual contains the policies and procedures which govern the internship for
undergraduate students from the Department of Social Work Education. In addition, the purpose of this
manual is to provide a common basis for the field education program including its philosophy, goals,
expectations, and organization. It is intended to be useful for all members of the field work team: students,
field instructors, field agencies, faculty and administrators. The BA field internship policies have been
established to guide field education while preserving professional responsibility to agency clients and
the community.
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SECTION 1. Overview of Field Education
A. Purpose of Field Education (Internship)
Field Education (internship), SWRK 181 and SWRK 182, is the required practicum experience in
undergraduate social work education. In these courses students are expected to demonstrate their
professional beginning generalist social work knowledge, skills, and abilities in real life situations under
supervised instruction. A student is expected to integrate all classroom learning -- social work practice,
human behavior, social policy, research, and practice -- into actual practice.
B. The Relationship of Field Education to Classroom Content
The integration of class and field learning is one of the major objectives for all social work students. The
field internship taken concurrently with the practice courses affords the student the opportunity for
experiential learning. The student intern has the opportunity to explore different ideas and methods in the
classroom and to take the information back to the field agency. In addition the field internship serves
a vital function for students by allowing them to:
1. develop beginning generalist practice skills
2. determine which approaches work in practice and how they must be adapted to specific
situations
3. gain access to practical information that is not available in courses and books.
4. clarify their own needs for further study
5. understand the effects of the organizational context on professional social work practice.
6. develop social work practice skills in community based agencies.
The purpose of concurrent practice courses with the internship course is to facilitate the integration of
theory and practice. Every effort is made to use the learning experience gained in the internship in the
class discussions and to structure class assignments so that they may be connected to the field.
Additionally, content from the core areas of human behavior, policy, and research is to be integrated into
the student’s experiences in the field and vice versa. All students are expected to share course syllabi
and requirements with the field instructor to facilitate active integration of classroom and field
content.
C. Preparation for Field Education
Field internship shares the goal of the curriculum: preparing students for b e g in n in g g en e ra lis t
practice and leadership in social services with various population groups. This goal is reflected in the
choice of settings and assignments.
The two major educational assumptions of the practicum are that a combined didactic/experiential learning
environment is essential to the development of professional competence; and that the student needs
maximum involvement and participation in the process by which such development takes place. It is a
matter of translating theory into practice, knowledge into skill, and value assumptions into choices and
standards. Field is designated as the “signature pedagogy” by our accrediting body, the Council on Social
Work Education (CSWE).
Undergraduate students entering their senior year are expected to have a broad liberal arts background
and to have completed their General Education courses. They must also have completed satisfactorily (at
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least a C average) the social work courses which form the foundation for concurrent field and practice
classes in the senior year.
Prerequisites for Social Work 181/182 include, at a minimum, satisfactory completion (minimum of
C grade) of SWRK 20, SWRK 123, SWRK 135, SWRK 136, SWRK 160 & 161 and senior standing:
completion of all core/foundation and breadth general education courses and upper division writing skills
requirement, and completion of 90 units prior to entering the field. Students are also required to have a
minimum G.P.A. of 2.0 to enroll in SWRK 181/182.
Field Instruction (SWRK 181/182 at 6 units each, CR/NC) must be taken each semester of the senior year,
concurrently with Social Work 180 in the first semester and Social Work 183 in the second semester.
Each field unit requires 2.5 hours of actual participation per week for a total of 15 hours per week. In
the senior year students complete a total of 450 hours in the field, 225 hours each semester, or the
equivalent of 15 hours (three, 5 hour days or two full days a week) in a selected community agency.
Students are assigned for two semesters to the same agency.
Supervision is essential to the development of beginning generalist practice skills and self- awareness. To
this end students are required to participate in at least one hour per week of scheduled individual
supervision with an M.S.W. field instructor or a BA in Social Work field instructor with 5 years of practice
experience. In most instances, this is provided by an agency based field instructor. However, some
agencies, which in all other ways are acceptable; do not have social workers on their staff. Their
staff may have degrees in related fields. In these cases, the student is assigned to an agency supervisor
(non social work) and the M.S.W. supervision is provided by an assigned faculty member who meets with
the students weekly. Students who are supervised by an M.S.W. faculty member in a weekly 1-hour oncampus seminar should include this supervision time as part of the 15 hours per week. There is also a
faculty liaison who maintains contact with the assigned students, field agencies and their staff on behalf of
the Field Coordinator.
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SECTION 2. Overview of Administration and Delivery of Field
Education
A. Field Internship Administrative Structure
Overall management of the field program is provided by the Field Coordinator and Assistant Field
Coordinator. Responsibility for procedures, placement and other program decisions is shared with the
faculty. Field internship policies are overseen by the faculty through the BA Curriculum Committee, Field
Sequence and the Field Review and Certification Committee.
B. Field Coordinator Roles and Responsibilities
Roles and Responsibilities:
The office of the Field Coordinator is located at the Administrative level of the Department. It is staffed by a
Field Coordinator, Assistant Field Coordinator, and a secretary. There is one standing committee, the Field
Review and Certification Committee, which functions as an advising body to the Field Coordinator. The
Field Coordinator is appointed by the Department Chair.
The Field Coordinator has responsibility for the coordination of the graduate and undergraduate field
sequences in the Department of Social Work Education. Specific responsibilities include:
1. Development and Coordination of Evaluation Processes of the Field Sequence:
a. Field curriculum development inclusive of student learning agreements, evaluation tools, field
seminars and other curricular materials.
b. Membership on the BA & MSW Curriculum Committees.
c. Chair of the Field Review and Certification Committee.
d. Responsibility to keep Field Manuals accurate and current.
e. Establishment and revision of student evaluation instruments.
f. Establishment and revision of all evaluation instruments to be completed by students of their
agency placements, field instructors, and field seminar leaders where applicable.
g. Provide feedback to all field sites based on student and faculty evaluations.
h. Facilitate the assignment of faculty field instructors to students and agencies.
i. Develop, maintain, modify or revise policies and procedures governing the field sequence.
2. Coordination and Placement of all Students:
a. Develop and maintain placement process for social work students.
b. Orient students to the placements and the placement process.
c. Evaluate students’ needs, interests and readiness for field work by interviewing students.
Consultation with other faculty, advisors and instructors will occur as needed.
d. Assist students to select areas of interest for field work.
e. Make arrangements for agency interviews.
f. Establish and maintain contact with agencies throughout the placement process to ensure that,
as far as possible, their specific needs are met.
g. Advise students with special issues related to placements and develop plans to resolve the
issue(s).
h. Maintain contact with academic advisors in relation to their students’ placement
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i.
needs/academic progress.
Collaborate with the Department Chair and /or project directors regarding stipend awards and
placement assignments for award recipients.
3. Maintenance of the Present Field Placements:
a.
b.
c.
d.
e.
f.
Maintain current information on all field placements.
Act as liaison with the field agencies’ administrations.
Negotiate and maintain university/agency agreements as needed.
Keep up-to-date by making periodic visits for assessment of the agency.
Prepare and implement student placement evaluation instruments.
Review with the Field Review and Certification Committee all significant changes in status of
agencies affecting their use as a placement.
4. Selection of New Placements
a. Follow up on requests by agencies for student placements by making visits and completing a
study of the agency.
b. Follow up on placements proposed by students by visiting and studying the agency.
c. Have an Agency Placement Profile completed on all proposed new settings.
d. Have Field Instructor Profiles completed for all proposed field instructors and agency
supervisors.
e. Present all proposed new placements and proposed supervisors to the Field Review and
Certification committee for its review and certification.
f. Maintain a policy and procedure for use of an agency as a field placement where the student is
an employee of that agency.
5. Coordination and Liaison between Supervisors, Field Faculty, Sequences, Students and
Faculty:
a. Establish and maintain policies and procedures regarding roles and responsibilities of the
faculty field instructor/liaison.
b. Facilitate assigning faculty field instructors/liaisons to placement agencies.
c. Maintain open communication among all parties involved, concerning learning or related
problems, including student, supervisor, faculty field instructors/liaison and educational
advisors.
d. Establish and maintain a system for the flow of necessary materials including student
evaluations, class outlines, etc. to the appropriate persons.
e. Coordinate with the Department Chair faculty field assignments and workloads.
f. Provide orientation to new agency field instructor and supervisors.
g. Provide orientation to new faculty field instructors/liaisons.
6. Coordination and Liaison Responsibilities among Multiple Sections of Field Practicum
Courses:
SWRK 181/182.
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7. Establishment of Policies and Procedures for the Selection and Evaluation of Agency Field
Instructors and Supervisors of Students.
a. Review all candidates for agency field instructor or supervisor assessing their overall
capabilities for teaching.
b. Recruit field instructors and supervisors of students.
c. Maintain a review of the field instructors teaching through student evaluations, discussions with
the appropriate faculty consultants and periodic conferences with the individual instructors and
supervisors.
Note: “Field Instructor” as used above means the assigned agency or faculty M.S.W. or BA in Social
Work responsible for the student’s field work experience. “Supervisor” means an agency staff person, other
than the M.S.W. or BA Social Work field instructor who has some delegated responsibility for some of the
student’s learning experiences. It is the social work field instructor who has final responsibility for
supervision of the student’s practicum.
C. Assistant Field Coordinator Roles and Responsibilities
Assist the Field Coordinator in the planning, development, organization, implementation and evaluation of
the field sequence for both the BA and MSW programs.
Specific responsibilities include:
Development and Coordination of Evaluation Processes of Field Sequence:
1.
2.
3.
4.
5.
6.
Field curriculum development
Membership on Field Review & Certification Committee
Membership on Field Sequence Committee
Responsibility to assist with keeping field manuals accurate and current.
Assist with establishment and revision of student evaluation instruments
Provide feedback to agencies
Coordination and Placement of all Students:
1. Orient students to the placement process.
2. Evaluate students’ needs, interests and readiness for field work by interviewing students.
Consultation with other faculty, advisors and agency field instructors takes place as needed.
Administrative planning of agency interviews for placement.
3. Make placement and re-placement decisions for students based on evaluation of learning needs.
4. Establish and maintain contact with agencies throughout the placement process to ensure that as
far as possible their specific needs are met.
5. Advise students with special issues related to placements and where feasible develop plans to
resolve them.
6. Work collaboratively with Field Coordinator in establishing policies and procedures for part-time
students.
7. Maintain contact with academic advisors in relation to the students’ placement needs/academic
progress.
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Maintenance of Present Field Placements
1.
2.
3.
4.
5.
6.
Assist with maintaining current files of field placements.
Act as liaison with the field agencies’ administrations.
Negotiate university/agency agreements as needed.
Keep up-to-date by making periodic visits for reassessment of field placement agencies.
Prepare, implement, and review student placement evaluation instruments.
Review with the Field Review and Certification Committee all significant changes in status of
agencies affecting their use as a placement.
Selection of New Placements
1. Follow up on requests by agencies for student placements by making visits and completing a study
of the agency.
2. Follow up on placements proposed by students by visiting and studying the agency.
3. Present proposed new placements to the Field Review and Certification Committee for its review
and certification.
4. Assist with developing and maintaining policies and procedures for use of an agency as a field
placement where the student is an employee of the agency.
Coordination and Liaison between Supervisors, Field Faculty, Sequences, Students and Faculty
1. Assist with establishing and maintaining policies and procedures regarding roles and
responsibilities of the faculty field instructor/liaison.
2. Maintain open communication among all parties involved, concerning learning or related problems
including student, supervisor, field instructors, Field Coordinator, faculty liaisons and educational
advisors.
3. Assist with review of student learning agreements, student performance evaluations and
assignments of grades for SWRK 181/182.
4. Provide orientation to new agency supervisors.
5. Provide orientation to new agency field instructors.
Establishment of Policies and Procedures for the Selection and Evaluation of Agency Supervisors
and Field Instructors of Students
1. Review candidates for agency supervisor and/or field instructor, assessing their overall capabilities
for teaching
2. Recruit field instructors for students.
D. Field Review and Certification Committee
Membership: The Field Coordinator will act as the committee chair. The department chair will appoint three
faculty members for three-year terms with no more than one member terminating membership in any one
year, and three representatives of the practice community, generally agency field instructors. The faculty
and field instructors appointed shall include at least one each who is experienced with or knowledgeable
about the BA and the M.S.W. programs.
Function: The Committee serves as an advisory, recommending body to the Field Coordinator in all
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aspects of the field sequence. Areas of responsibility include:
1.
2.
3.
4.
Review and certification of all field placements for specific levels of learning/concentration.
Sequence curriculum review and development.
Field instruction review and development.
Any other matters that may from time to time be referred by the department chair.
Procedures: The committee will develop its own procedures and schedules of meetings as is needed to
carry out its responsibilities. The committee will form subcommittees and individual members will be
assigned to chair the subcommittees as needed.
Committee members may ask or may be asked to participate in on-site visits including meetings with field
instructors, supervisors, agency representatives and students.
E. Faculty Liaison Role and Responsibilities
The faculty liaison is a member of the faculty of the Department of Social Work Education selected to work
with particular social services agencies because of his/her interest, knowledge and background in that
particular field. The faculty liaison is the department’s representative to the field instruction agency and is
expected to serve as a consultant to the field instructor and to the students. In addition, the liaison serves
as the primary link between the agency, field instructor and the students. An outline of the faculty liaison
roles and responsibilities is given below. A check-off list of specific information to be covered during agency
site visits is located in Section 9.
Responsibilities to the Department:
1. Informs the Field Coordinator in a timely manner about any significant changes in the
agency, the field experience, or individual student performance.
2. Describes and evaluates the educational opportunities within the agency after consulting with the
field instructor and the agency administrator; provides the department with a written liaison report
after each agency visit or significant contact within 2 weeks of the visit/contact (see Section 9).
3. Reviews the field evaluation with the field instructor and the student at the end of each
semester; reports unsatisfactory or marginal performance to the Field Coordinator; and
recommends a grade for the student with the input from the field instructor.
4. Serves as principal liaison between the department and the agency including appropriate
communication with its executive and/or training director about the total curriculum and the
particular goals of field instruction.
5. Obtains information about agency programs and personnel which is given to the Field
Coordinator to assist in overall field program planning.
6. Consults with the Field Coordinator and the student’s educational advisor, when appropriate, as
to the student’s progress and/or problems.
7. Reads and signs all student evaluations, evaluations of agency and field instruction completed by
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students, and provides feedback.
8. Evaluates the field placement and makes recommendations to the Field Coordinator.
9. Makes annual recommendations to the Field Coordinator as to the suitability of the agency
and the field instructor for continued participation in the field instruction program.
10. Develops and implements field instructor and student training seminars.
Responsibilities to the Agency:
1. Informs the agency of the department’s expectations regarding the content and structure of field
instruction and aids the agency and the field instructor in planning and implementing this content.
2. Confers with the agency about student assignments for the coming year; available field instructors,
and educational opportunities; communicates the result of this conference in writing to the Field
Coordinator at the end of spring semester.
3. Communicates with field instructors about the department’s curriculum and any changes in the
program.
4. Consults with the agency on the development of a student training program that includes
individual student learning agreements and participates in final evaluation conferences.
5. Keeps the agency informed and up-to-date on the educational program of the department and
provides information about student’s past work experiences, educational background and current
academic progress.
6. Suggests learning experiences and assignments which would facilitate student’s meeting
expectations. Clarifies level of performance expected.
7. Advises field instructor of the importance of: (1) making expectations clear to the student; (2)
providing regularly scheduled supervision; (3) encouraging student responsibility for own
learning; and (4) maintaining on-going evaluative feedback to the student regarding his/her
progress.
8. Makes periodic visits and calls to review field learning agreement and learning progress.
9. Is available as a resource in the evaluation of the student and in the resolution of problems.
10. Is available to the field instructor and/or student(s) or others for immediate consultation and conflict
mediation when requested.
Responsibilities to the Student:
1. Prepares the student for the field placement and orients him/her to field instruction.
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2. Visits the agency twice each semester, routinely, and more often as necessary.
3. Confers with the student and the field instructor about the student’s experience and
performance in accordance with the department’s educational expectations.
4. Helps the student resolve problems related to field instruction (e.g., difficulties with supervision,
learning blocks, conflicts with the agency).
5. Evaluates the student’s progress in consultation with the student and the field instructor.
6. Clarifies department’s expectations as to what the student should know and be able to do when
he/she completes the field placement.
Any problem that the student cannot resolve with the agency field instructor should be taken to the faculty
liaison (see problem solving process in Section 5 of this manual). If the problem remains unresolved, the
Field Coordinator should become involved. The Field Coordinator should be advised at all times of
potential or actual problems. See Section 5 for Faculty Field Liaison Report form.
F. Field Instructor Role and Responsibilities
The Field Instructor Role
Satisfactory student progress in field instruction depends on agency support, school-based preparation,
student readiness for field work, and to a great extent, the skill of the field instructor in managing the field
instruction process. The field instructor role can be discussed in terms of seven skill dimensions. Each
dimension is defined below according to the performance expectations of a highly experienced field
instructor. Examples are provided of specific methods that a field instructor may use to operationalize each
dimension.
Seven Dimensions of the Field Instructor Role
a. Creating and Maintaining the Learning Environment. Creates an open, helpful environment for
student learning. Develops learning opportunities for students that may go beyond the immediate
assignment and task area.
Methods: Preparing for the student by discussing learning opportunities and support needs with
colleagues and administrators, facilitating contact between students and colleagues, and making
optimal use of task supervisors (i.e. having specified student assignments supervised by other
workers.)
b. Providing Student Orientation. Provides information that allows students to understand agency
systems as a whole as well as the student’s particular tasks. Provides information in a planned
progression from simple to complex.
Methods: Providing initial orientation, on-going task orientation, orientation to all levels of the
agency, and informational visits to referral sources.
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c. Modeling Job Skills. Provides a model of professional social work skills, judgment and values in
action. Allows students to see and analyze professional work of supervisor and other agency
professionals.
Methods: Sharing and discussing samples of the field instructor’s work and/or that of other
professionals in the agency (case records, reports, tapes, direct observation), and working together
on practice tasks with time for processing.
d. Providing Educational Instruction and Administrative Supervision. Provides a structured field
instruction meeting on a weekly basis. In collaboration with student, develops a learning agreement
to govern placement objectives and tasks. Analyzes examples of student’s work with student.
Available for consultation as needed. Provides the student with opportunities to develop
professional written and oral skills. Arranges for back-up supervision by other staff.
Methods: Making optimal use of learning agreement, process recording, taped samples, field
instruction agendas, and a consulting style which guides and encourages the learning process.
e. Giving Feedback and Evaluation. Provides ongoing feedback about strengths and areas for
improvement. Challenges students to grow in skill and understanding. Communicates regularly
with the field liaison regarding student progress.
Methods: Using regular feedback as part of weekly field instruction, (feedback includes clear
suggestions for change and allows the student time to use the feedback for improvement), as well
as clear and thorough evaluation processes.
f.
Demonstrating Commitment to Broader Issues in Student Education. Encourages students to
critically examine professional practice within the agency. Provides information about her/his own
and agency theoretical perspectives. Helps students to identify a range of strategies. Encourages
students to explore the relevance of theoretical learning to practice situations.
Methods: Raising theoretical issues in individual and/or field instruction meetings, suggesting
relevant readings, facilitating student attendance at staffings, in-services, program meetings and
discussing student observations and reactions.
g. Providing support. Frequently communicates interest in the student’s progress, communicates
openness to student’s request for assistance. Provides helpful perspectives regarding student’s
emotional reactions to practice situations.
Methods: Providing opportunities for students to share relevant personal reactions, sharing
reactions and needs for assistance and facilitating mutual support among a group of interns.
(Johnson, Reitmier, & Rooney, 1988)
Johnson, N., Reitmier, M., and Rooney, R., (1988). Sharing power: Student feedback to field Council on Social Work Education:
Annual Program Meeting, Field Work Symposium.
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G. Agency Field Instructor (M.S.W.) Role and Responsibilities
1. The agency will provide a field instructor, who has a Master’s degree or BA degree in social work
from a CSWE accredited social work program (or equivalent international degree/program) and 5
years post baccalaureate social work experience, and who has the knowledge, skills, and
experiences that the Department considers essential to mentor an undergraduate student.
2. The field instructor will allow a minimum of one hour agency time weekly per student for field
supervision. Agencies in which more than one student is placed may routinely provide group
sessions, and should use at least one of these hours for individual student-field instructor
supervision.
3. The field instructor will orient the student to the agency; identify the parameters of the student’s
role and responsibility in the agency; introduce the student to staff and other appropriate
professionals; arrange for the student to attend staff or committee meetings whenever possible;
provide the student with adequate working space, pay attention to other practical necessities that
may be involved in completing work assignments, for example, parking space, access to
secretarial help, etc. When possible, the agency will reimburse student for expenses involved in
the direct carrying out of his/her responsibilities as a student intern.
4. The field instructor will take responsibility for providing assignments that will include breadth of
exposure and variety and depth of experiences. Each student will be provided with individual and
collaborative experiences that will give him or her the opportunity to integrate theory as he/she
works with individuals, families, groups, communities and other agencies and resources.
5. The field instructor will accept as his/her objectives: increase in the student’s knowledge of social
work, expansion of the student’s acceptance of social work attitudes and values, and development
of skills required in generalist professional entry level positions in social work as outlined in the
learning agreement templates. The field instructor (in conjunction with the Department faculty) will
participate in the integration of the student’s classroom knowledge with field practice.
6. The agency and field instructor agrees to provide time for the instruction of students and for
attendance at department orientations and training seminars. The field instructor is also willing and
able to serve in this role for a full academic year.
7. The field instructor will involve the student in an on-going evaluation of his or her performance in the
field which will focus on the specifically assigned individual, family, group and community tasks (see
learning agreement templates in Section 9). The field instructor agrees to inform the student
immediately if the student’s level of performance is not satisfactory.
8. The field instructor, in collaboration with the student, will also prepare a written evaluation of the
student’s progress and potential at mid-term and at the end of each semester. These evaluations
should be shared with the student in a joint interview set up for the specific purpose of formal
evaluation by the field instructor.
9. The field instructor will attend meetings with the faculty liaison/Field Coordinator as scheduled.
16 | P a g e
H. Agency Supervisor (Non social work) Role and Responsibilities
With prior approval from the Field Education Office, a preceptor model of field instruction for students may
be utilized in agencies that do not have a social work field instructor available. All requests are reviewed on
a case by case basis. This model is considered when a field agency does not have an employee available
for field instruction and the area of practice is a program that the Field Education Office deems appropriate
to develop for social work students. In one model, the Department provides an MSW faculty member to meet
with students at the agency (on-site); he/she has the primary responsibility in supervising the student’s
internship activities. In a second model, which applies only to the BA program, the department will provide
campus based field instruction with an MSW faculty member for the student. The agency agrees to identify
an agency supervisor to work with the student on-site. The department’s off-site field instructor will lead
group seminars weekly with undergraduate students without social work on-site supervision.
Non-Social Work Agency Supervisor qualifications and responsibilities
1. For BA students, agency supervisors will have a degree in an area relevant to social work practice
and services offered by the agency provide appropriate practice experience.
2. Assist students in the development of their learning agreements in consultation with the SWRK
181/182 Seminar Instructor and Faculty Field Liaison.
3. Assist the student in defining tasks to meet learning objectives and assist student with the
integration of practice realities and theoretical concepts.
4. In consultation with the Faculty Field Liaison, assist in the evaluation of student performance.
Off-site field instructor qualifications and responsibilities
1. Meet the criteria to be field instructor
2. Assume primary responsibility for assisting students in the development of their learning
agreements in consultation with agency supervisor.
3. Assist the agency supervisor and student in clarifying learning objectives and assist student with
the integration of practice realities and theoretical concepts.
4. In consultation with the agency supervisor and the field liaison, assist in the evaluation of student
performance.
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SECTION 3. Field Education and Practice Curriculum
A. EPAS (Educational Policy and Accreditation Standards) Competencies & DSWE
Practice Behaviors
CALIFORNIA STATE UNIVERSITY, FRESNO
Department of Social Work Education
Council on Social Work Education
EPAS Competencies & DSWE BA PRACTICE BEHAVIORS
Policy
2.1.1
2.1.2
Competency
Identify as a professional social worker and
conduct oneself accordingly.
B.A. Practice Behaviors (DSWE)
1) Demonstrate professional demeanor in
behavior, appearance, and communication.
Knowledge/values:
Social workers serve as representatives of the
profession, its mission, and its core values. They
know the profession’s history. Social workers
commit themselves to the profession’s
enhancement and to their own professional
conduct and growth.
2) Use social work supervision and practice
personal reflection to assure continual
professional development.
Apply social work ethical principles to guide
professional practice.
1) Apply beginning strategies of ethical
reasoning and existing social work ethical
codes to arrive at principled decisions.
Knowledge/values:
Social workers have an obligation to conduct
themselves ethically and to engage in ethical
decision-making. Social workers are
knowledgeable about the value base of the
profession, its ethical standards, and relevant law.
2) Recognize and manage personal values in a
way that allows professional values to guide
practice.
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Policy
2.1.3
2.1.4
2.1.5
Competency
Apply critical thinking to inform and
communicate professional judgments.
Knowledge/values: Social workers are
knowledgeable about the principles of logic,
scientific inquiry, and reasoned discernment. They
use critical thinking augmented by creativity and
curiosity. Critical thinking also requires the
synthesis and communication of relevant
information.
B.A. Practice Behaviors (DSWE)
1) Identify models of assessment, prevention,
intervention, and evaluation to practice at all
levels of practice.
2) Demonstrate effective oral and written
communication in working with individuals,
families, groups, organizations, communities
and colleagues.
Engage diversity and difference in practice.
1) Recognize and understand how diverse
Knowledge/values:
factors intersect and assist in understanding
Social workers understand how diversity
experiences of oppression, marginalization,
characterizes and shapes the human experience
alienation, or creation or enhancement of
privilege and power.
and is critical to the formation of identity. The
dimensions of diversity are understood as the
intersectionality of multiple factors including age,
2) Gain sufficient self-awareness to manage the
class, color, culture, disability, ethnicity, gender,
influences of personal biases and values in
gender identity and expression, immigration status,
working with diverse groups.
political ideology, race, religion, sex, and sexual
orientation. Social workers appreciate that, as a
consequence of difference, a person’s life
experiences may include oppression, poverty,
marginalization, and alienation as well as privilege,
power, and acclaim.
Advance human rights and social and
1. Understand the forms and mechanisms of
economic justice.
oppression and discrimination at all system
Knowledge/values:
levels.
Each person, regardless of position in society, has
2. Advocate for practice of human rights and
basic human rights, such as freedom, safety,
the goals of social and economic justice.
privacy, an adequate standard of living, health
care, and education. Social workers recognize the
global interconnections of oppression and are
knowledgeable about theories of justice and
strategies to promote human and civil rights. Social
work incorporates social justice practices in
organizations, institutions, and society to ensure
that these basic human rights are distributed
equitably and without prejudice.
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Policy
2.1.6
2.1.7
2.1.8
Competency
Engage in research- informed practice and
practice-informed research.
Knowledge/values: Social workers use practice
experience to inform research, employ evidencebased interventions, evaluate their own practice,
and use research findings to improve practice,
policy, and social service delivery. Social workers
comprehend quantitative and qualitative research
and understand scientific and ethical approaches
to building knowledge.
B.A. Practice Behaviors (DSWE)
1) Begin to use practice experience to inform
scientific inquiry and;
Apply knowledge of human behavior and the
social environment.
Knowledge/values: Social workers are
knowledgeable about human behavior across the
life course; the range of social systems in which
people live; and the ways social systems promote
or deter people in maintaining or achieving health
and well-being. Social workers apply theories and
knowledge from the liberal arts to understand
biological, social, cultural, psychological, and
spiritual development.
1) Utilize foundation theories of human
behavior to guide the processes of
assessment, intervention and evaluation;
and
Engage in policy practice to advance social
and economic well-being and to deliver
effective social work services.
Knowledge/values: Social work practitioners
understand that policy affects service delivery, and
they actively engage in policy practice. Social
workers know the history and current structures of
social policies and services; the role of policy in
service delivery; and the role of practice in policy
development.
2) Begin to use research evidence to inform
practice.
2) Critique and apply knowledge from liberal
arts to understand person, environment and
their interaction.
1) Identify and articulate societal values
reflected in social welfare policies and
programs.
2) Analyze, formulate, and advocate for policies
that advance social well-being.
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Policy
2.1.9
2.1.10
(a)-(d)
Competency
Respond to contexts that shape practice
Knowledge/values: Social workers are informed,
resourceful, and proactive in responding to
evolving organizational, community, and societal
contexts at all levels of practice. Social workers
recognize that the context of practice is dynamic,
and use knowledge and skill to respond
proactively.
B.A. Practice Behaviors (DSWE)
1) Understand changing locales, populations,
scientific and technological developments,
and emerging societal trends to assess the
relevance of services.
2) Advocate for changes in service delivery and
practice to improve the quality of social
services.
Engage, assess, intervene, and evaluate with
individuals, families, groups, organization and
communities
Knowledge/values: Professional practice
involves the dynamic and interactive processes of
engagement, assessment, intervention, and
evaluation at multiple levels. Social workers have
the knowledge and skills to practice with
individuals, families, groups, organizations, and
communities. Practice knowledge includes7
identifying, analyzing, and implementing evidencebased interventions designed to achieve client
goals; using research and technological advances;
evaluating program outcomes and practice
effectiveness; developing, analyzing, advocating,
and providing leadership for policies and services;
and promoting social and economic justice.
2.1.10(a)
Engagement
Social Workers
1) Use empathy, reflective listening and other
interpersonal skills to effectively engage
individuals, families, groups, organizations
and communities.
2) Develop a mutually agreed upon focus of
work and identify desired outcomes.
2.1.10(b)
Assessment Social Workers
1) Collect, organize, analyze, organize, and
interpret assessment information from
identified systems levels.
2) Develop mutually agreed upon intervention
goals, objectives, and strategies at identified
systems levels
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Policy
2.1.10(c)
2.1.10(d)
Competency
Intervention
Social Workers
Evaluation
Knowledge/values:
B.A. Practice Behaviors (DSWE)
1) Implement direct and indirect practice
interventions, including those that are
evidence based, to address mutually agreed
upon goals/objectives at identified systems
levels.
1) Facilitate transitions, interruptions, and
endings at identified systems levels.
1) Monitor, analyze and evaluate professional
behaviors and interventions at identified
systems levels.
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B.
SWRK 181 (Fall) - Field Instruction A
Fall 2015
Course Information
Units
Time
Location
Website
SYLLABUS FOR COURSE NAME (SWRK 181)
California State University, Fresno
Instructor Name
Office Number
E-Mail
Telephone
Office Hours
Catalog Statement
Field Instruction A (6). First semester field internship. Guided social work practice experience with
individuals, groups, families and organizations. Liability insurance required during internship. CR/NC
grading only.
Course Description
SWRK 181, Field Instruction A, is the field practicum undertaken for 15 hours per week (two or three days a
week as designated by the placement agency and the DSWE) for the first semester of the senior year.
Students are placed in approved human service agencies under the supervision of selected social work
field instructors in order to develop entry level, generalist social work skills. It is the goal of this course to
provide students with the practice experience necessary to integrate the primary theoretical perspectives of
the program (systems, empowerment, learning and conflict theories) with experience, values, and skills in
working with, and on behalf of, clients/constituents in an informed, self-critical and helpful fashion. In
keeping with the mission of the Department of Social Work Education, generalist practice knowledge and
skills are developed within an empowerment perspective with specific attention to diversity awareness and
social justice.
Field Instruction A has a “macro” focus to correspond with concurrent enrollment in the macro practice
course, SWRK 180 (formerly SWRK 139). Students develop beginning level social work strategies and
skills working with larger systems, intra and inter-agency groups, committees, boards, administration and
communities. SWRK 181 is linked to SWRK 180 (macro) and focuses on problem identification, beginning
steps of intervention, and the evaluation of one’s own supervised practice. The course syllabi for both
SWRK 180 and SWRK 181 are provided to all students and field instructors in the Undergraduate Field
Manual. Through a process of active learning, questioning, observing, reflecting and practicing, students
are expected to acquire professional generalist social work practice competencies necessary for entry level
employment upon graduation. Satisfactory completion of the practicum also serves as preparation for
graduate study.
Prerequisites
Senior standing, minimum 2.0 GPA, completion of UDWS requirement, GE Foundation and Breadth, and
SWRK 20, 123, 135, 136, 160 and 161. Concurrent enrollment in SWRK 180 (formerly 139)
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Required Textbooks and Materials
Students enrolled in SWRK 181 are required to purchase liability insurance. See the Undergraduate Field
Manual for details. It can be located and downloaded at the department website,
www.fresnostate.edu/socialwork.
A. Material
1. Field calendar (available on line)
2. SWRK 181 learning agreement template (available on line)
3. Student Performance, Field Instructor, and Agency Evaluation Forms (available on line)
4. Undergraduate Field Manual (available on line)
5. Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1. Undergraduate Field Manual (available on line)
Readings as assigned by the field instructor.
Examinations and Major Assignments
Assignments and Evaluation
1.
Internship attendance. Successful completion of 225 hours is required for each semester.
2.
All students will develop a learning agreement using the SWRK 181 learning agreement template.
The learning agreement is due by the fourth week of field placement. See the Undergraduate Field
Manual for specific requirements.
3.
Students will maintain a weekly journal and/or complete evaluation of practice assignments. The
journal/assignments will be utilized as a beginning step to evaluating one’s own practice. Journals
are to be referenced and submitted to the faculty liaison at mid-term and final each semester.
Grading
SWRK 181 is graded on a CR/NC basis. Student performance evaluations are completed at mid-semester
and at the end of the semester. The field instructor and the faulty liaison recommend the grade which is
assigned by the Field Coordinator. Students who do not complete the required hours within the semester
period may receive an Incomplete grade which is converted to CR/NC upon successful completion of the
hours and receipt of a satisfactory final evaluation.
Course Goals and Primary Learning Outcomes
Course Goals
1. To promote the understanding and development of professional identity as a generalist social
worker. (EPAS 2.1.1, 2.1.7, 2.1.9)
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2.
To promote the understanding of core social work values, standards, ethics, and legal parameters
associated with beginning level practice.
(EPAS 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.1.9)
3.
To develop beginning generalist social work practice skills, with an emphasis on macro practice,
applying diversity awareness and the principles of social justice and empowerment.
(EPAS 2.1.1, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.1.9, 2.1.10 (a-d)
4.
To begin to develop basic skills in evaluation of practice and research in generalist social work
practice with applications in larger systems. (EPAS 2.1.3, 2.1.6, 2.1.9, 2.1.10 (d)
Learning Outcomes
1.1
Demonstrate an understanding of social work professional roles as they relate to the student’s
agency/placement. (EPAS 2.1.1, PB 1; 2.1.9, PB 1)
1.2
Demonstrate a basic understanding of the mission, goals and structure as well as the chain-ofcommand in their agency/placement setting. (EPAS 2.1.1, PB 1; 2.1.9, PB 1)
1.3 Demonstrate professional demeanor in their dress, attendance, timeliness and other behavior
associated with the norms in their agency/placement. (EPAS 2.1.1, PB 1)
1.4
Demonstrate ability to set appropriate boundaries with clients, colleagues and agency personnel.
(EPAS 2.1.1, PB 1; 2.1.7, PB 1)
2.1
Demonstrate understanding and application of social work values as outlined in the NASW Code of
Ethics. (EPAS 2.1.1, PB 1; 2.1.3, PB 1; 2.1.5, PB 2)
2.2
Develop self-awareness by examining his/her values and biases and the potential impact they may
have on diverse and at-risk populations. (EPAS 2.1.2, PB 2; 2.1.4, PB 2; 2.1.7, PB 1)
2.3
Learn the state and federal guidelines for administrative policies and procedures, program
management and service delivery relevant to the field placement setting.(EPAS 2.1.5, PB 1; 2.1.6,
PB2; 2.1.9, PB 1)
3.1
Demonstrate ability to utilize beginning level interpersonal skills in generalist social work practice
with diverse and at-risk populations. (EPAS 2.1.4, PB 1; 2.1.7, PB 1; 2.1.10 (a) PB 1, (b) PB 2, (c)
PB 2)
3.2
Demonstrate beginning ability to apply the social systems model and the steps of the problem
solving model with an emphasis on empowerment-based macro practice: problem identification;
assessment; planning; intervention; evaluation; and termination. (EPAS 2.1.3, PB 1; 2.1.5, PB 2;
2.1.7, PB 1 & PB 2; 2.1.8, PB 2; 2.1.10 (a) PB 1, (c) PB 2 (d), PB 1)
3.3
Demonstrate beginning level skill in carrying out a range of practice roles with diverse and at-risk
populations: i.e. advocate; broker; case manager; facilitator; peer advisor/counselor. (EPAS 2.1.4,
PB 1; 2.1.5, PB 1; 2.1.7, PB 1; 2.1.8, PB 2; 2.1.10 (c) PB 1 & 2)
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3.4
Demonstrate ability to apply a range of beginning macro practice skills: relationship building;
collaboration; advocacy; confrontation; group problem solving; and assessment of placement
agency structure. (EPAS 2.1.5, PB 2; 2.1.7, PB 1; 2.1.8, PB 2; 2.1.9, PB 2; 2.1.10(a) PB 1,(b) PB
1, (c) PB 1)
3.5
Demonstrate beginning ability to apply understanding of laws, policies, procedures, funding and
budgeting to policy practice in the field placement agency with attention to diversity awareness (i.e.
stigmatization) and principles of social justice and empowerment (i.e. disparities). (EPAS 2.1.3, PB
1; 2.1.4, PB 1; 2.1.6, PB 2; 2.1.7, PB 2; 2.1.8, PB 1; 2.1.9, PB 1; 2.1.10 (c) PB 1)
3.6
Demonstrate understanding of the community served by the agency, as well as its national and
global context, and application of strategies at a beginning level to effect empowerment-based
community change. (EPAS 2.1.5, PB 2; 2.1.7, PB 2; 2.1.9, PB 1)
3.7
Demonstrate familiarity with the documentation requirements of the placement agency. (EPAS
2.1.3, PB 2)
4.1
Participate in planning and implementing an analysis of administrative data related to the agency
and/or community. (EPAS 2.1.3, PB 1; 2.1.6, PB 1; 2.1.10(d) PB 1)
4.2
Participate in the planning and implementation of an evaluation of the impact or effectiveness of the
agency/one of its programs. (EPAS 2.1.3, PB 1; 2.1.6, PB 1; 2.1.9, PB 2; 2.1.10 (d), PB 1)
4.3
Participate in planning and implementing a community needs assessment or an evaluation of
consumer (or other relevant stakeholder) satisfaction. (EPAS 2.1.3, PB 1; 2.1.6, PB 1; 2.1.9, PB 1;
2.1.10(d), PB 1)
4.4
Systematically examine his/her performance of macro practice skills. (EPAS 2.1.3, PB 1; 2.1.10(d), PB
1)
Assignment and Examination Schedule
Date
9/25/15
10/9/15
12/11/15
Assignment
Learning Agreement
Mid-term Evaluation
Final Evaluation
Points
N/A
N/A
N/A
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent
from class, it is your responsibility to check on announcements made while you were absent.
Course Policies & Safety Issues
Readiness to begin internship: Work for any incompletes in prerequisite courses for the field internship
must be submitted by the 10th day of instruction in the fall semester or the student will be withdrawn from
the internship and co-requisite course, SWRK 180. In addition some agencies require interns to complete
26 | P a g e
screening or orientation/trainings during the summer prior to beginning the internship. Students who fail to
complete these processes and, as a result, are unable to begin the internship as scheduled in the fall, will
be allowed no more than 3 weeks to clear requirements and begin internship. Delays beyond 3 weeks will
result in administrative withdrawal from internship and the co-requisite course, SWRK 180. Replacement
will only be considered when the delay is due to significant, extraordinary factors that were beyond the
student’s control.
Students who fail to report to their assigned field internship as scheduled, and who fail to notify the office
and their agency of non-attendance in first week of field, will be withdrawn from field and the concurrent
practice course, SWRK 180.
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the field instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to accrue
field placement hours until the assignment is satisfactorily completed; students cease to earn credit for
internship hours when learning agreements and/or evaluations are overdue by more than 2 weeks based
on scheduled due date, or, for evaluations, earned hours.
Attendance: Students are expected to establish a regular schedule of 15 hours per week for each
semester of field instruction. Expectations and policies regarding attendance and participation in the field
practicum are outlined in the Undergraduate Field Manual which is available on line at the department
website referenced above.
Dismissal: The university and department policies on dismissal are outlined in the Undergraduate Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and ethical
manner at all times during the field internship. All students are also responsible for knowing and adhering
to both university and department policy as outlined in the Undergraduate Field Manual and the University
catalog. Students are also responsible for knowing and adhering to policies specific to their field internship
agency.
Cell Phones: Policies concerning cell phone use are determined by the agency and the field instructor.
University Policies Students with Disabilities
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to Students
with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
Honor Code
“Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
27 | P a g e
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” If you are
going to use this statement, include it here.
Cheating and Plagiarism
"Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating'
not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a
specific form of cheating which consists of the misuse of the published and/or unpublished works of others
by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for
cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the university. For more information on the University's policy regarding cheating and
plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University
Catalog (Policies and Regulations).
Computers
"At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have
his/her own computer or have other personal access to a workstation (including a modem and a printer)
with all the recommended software. The minimum and recommended standards for the workstations and
software, which may vary by academic major, are updated periodically and are available from Information
Technology Services (http://www.fresnostate.edu/adminserv/technology/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior
"The classroom is a special environment in which students and faculty come together to promote learning
and growth. It is essential to this learning environment that respect for the rights of others seeking to learn,
respect for the professionalism of the instructor, and the general goals of academic freedom are
maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of
the learning process, creating an environment in which students and faculty may learn to reason with clarity
and compassion, to share of themselves without losing their identities, and to develop and understanding of
the community in which they live . . . Student conduct which disrupts the learning process shall not be
tolerated and may lead to disciplinary action and/or removal from class."
Copyright Policy
Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in
this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of
the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the
University encourages you to visit its Copyright Web Page (http://libguides.csufresno.edu/copyright).
28 | P a g e
Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by
copyrights held by the instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of the original
material. You may download one copy of the materials on any single computer for non-commercial,
personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration
of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published,
uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright
holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material
placed on the web site.
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Tentative Course Schedule Fall 2015
Social Work 181
FIELD INTERNSHIP ACTIVITIES/ASSIGNMENTS
WEEK
HOURS
1
15
Attend DSWE Field Internship Orientation
Establish schedule for internship
Discuss mission of the agency
Attend relevant agency meetings and orientation
Supervision
2
15
Development of Learning Agreement
Interview 2 social workers to gain information on their role in the agency
Discuss your understanding of the role of a social work intern from a generalist perspective
Supervision
3
15
Discuss appropriate professional boundary setting
Read and discuss the NASW Code of Ethics
Shadow experienced agency staff
Supervision
4
15
Learning Agreement Due
Attend staff, community meeting, and/or a board of directors meeting
Conduct an ethnographic interview with someone from a community or culture different from
your own
Supervision
5
15
Identify state and/or federal policies and guidelines associated with your field agency
Attend relevant agency meetings/trainings
Supervision
6
15
Develop a case study and role play an intervention at the macro and macro level
Develop a plan of service with a population at risk utilizing the problem solving model
Supervision
7
15
Conduct a plan of action utilizing the problem solving model
Review documentation of assessment, planning, intervention, evaluation, and termination plan
Supervision
8
15
Conduct an assessment of your agency
Gather information about budget, human resources, hiring practices, etc. of your agency
Discuss professional boundaries
Casework with client/consumer culturally different from self
Documentation
Supervision
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WEEK
HOURS
FIELD INTERNSHIP ACTIVITIES/ASSIGNMENTS
9
15
10
15
Utilize the social systems model to address a need in the community specific to populations at
risk
from a global perspective
Casework and documentation: brokering and linkage to resources Attend relevant
agency/community meetings
Make web-based contact with a social service agency outside of the United States and gather
the information about the agency
Present a summary of your placement agency and its service delivery based on your agency
assessment.
Make comparisons from a global perspective
Case management
Supervision
11
15
Casework and documentation
Policy practice with or on behalf of a client/consumer
Supervision
12
15
Visit 2 agencies that provide services to clients/consumers of your field agency
Conduct participant observation of a small group
Review the process with the co-facilitator
Conduct a needs assessment and write a grant proposal
Supervision
13
15
Attend a community event related to your field placement agency and identify community
assets and needs for the community assets map
Complete evaluation of practice using goal attained scaling
Supervision
14
15
Casework and documentation
Prepare for termination from internship
Identify learning needs for next semester
Supervision
15
15
Termination
Supervision
Final Semester Evaluation for SWRK 181 Due: 225 hours completed
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C. SWRK 180 (Fall) – Seminar in Macro Practice
Fall 2015
SYLLABUS FOR COURSE NAME (SWRK 181)
California State University, Fresno
Course Information
Units
Time
Location
Website
Instructor Name
Office Number
E-Mail
Telephone
Office Hours
Catalog Statement
SWRK 180, Seminar in Macro Practice (3). Analysis of and intervention strategies in large groups,
organizations, and the community. In conjunction with field, this class represents the macro culminating
experience in the undergraduate social work major.
Course Description
The major focus of this seminar is learning about large systems (macro systems), such as neighborhoods,
communities and organizations. Students will examine the characteristics of macro systems and how they
function, barriers to organizational and community competence in the promotion of social justice, tools for
exploring the ethics of advocacy and intervention in local contexts, as well as methods of advocacy and
intervention in bringing about planned social change as a part of supervised generalist practice. The
course will familiarize the student with macro practice, understanding communities and organizations in
various cultural and identity groups including people of color, women, LGBTQQI
(lesbian/gay/bisexual/transgender/queer/questioning/intersexed), people with disabilities, people who are
older, people who are poor and other populations-at-risk, and acting as a change agent in macro systems.
The course will integrate foundation content from HBSE, policy, field and research in the macro practice
process.
The seminar format of this course will enable the student to plan an active role in the teaching-learning
process. The group activity portion of the seminar is intended to provide the opportunity to build practice
skills used in macro systems interaction and may be used, at least practically, for participants to plan
projects and presentations as well as for field visits and guest presentations.
Prerequisites
SWRK 20, 123, 135, 136, 160, 161/161s and UDWS requirement. Must be taken concurrently with SWRK
181
Required Textbooks and Materials
Homan, M. (2011). Macro Practice: Promoting community change: making it happen in the real world (5th
ed.) Belmont: Brooks/Cole.
Lauffer, A. (2011). Understanding your social agency (3rd ed.). Thousand Oaks: Sage.
32 | P a g e
Examinations and Major Assignment
Grading
Activity
Meeting analysis
Agency Analysis/International Issues/ Powerpoint Presentation
(The agency portion of this assignment is the COMMON ASSIGNMENT
for this course)
Community Assets paper
Grant Proposal
Attendance
Total
Weight
12.5 %
Points
50
25 %
100
25 %
25 %
12.5 %
100
100
50
400
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
90 – 100%
80 – 89%
70 — 79%
60 – 69%
59 and below
360-400 points
359-320 points
319-280 points
279-240 points
239 and below
A
B
C
D
F
With the permission of the instructor, you may submit one or two extra credit assignments. These
assignments are posted on Blackboard. You can earn up to 30 extra credit points for this course.
Course Goals and Primary Learning Outcomes
Course Goals
1. To provide students the knowledge and social work value base for understanding macro practice.
[EPAS 2.1.2; 2.1.3; 2.1.4; 2.1.5]
2. To enable students to develop an understanding of communities as targets for change.
[EPAS 2.1.3; 2.1.4; 2.1.5; 2.1.6; 2.1.9]
3. To provide students an understanding of organizations as targets for change.
[EPAS 2.1.3; 2.1.4; 2.1.6; 2.1.7; 2.1.10 a-b]
4. To understand and apply concepts related to using task groups and collaboration for macro practice in
organizations and
communities. [EPAS 2.1.10 a-d]
Learning Outcomes
1.1
Develop critical thinking skills to analyze macro systems and explain their characteristics within the
framework of the community change, populations-at-risk and multiculturalism. [EPAS 2.1.3; PB 1]
1.2
To understand the complexity of analyzing communities and macro practice skills to work with the
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intersections of power relationships amongst various groups.
1.3
Examine the social work value base, ethical principles, and human rights embedded in macro
practice, including the history of social work macro practice and the social worker’s responsibility to
advocate for social change. [EPAS 2.1.3; PB 2; 2.1.5; PB 1 & 2]
1.4
Understand and apply social work and other relevant theories to macro practice including systems
theory,the empowerment perspective, ecological theory, conflict theory, and the strengths
perspective. [EPAS 2.1.4; PB 1]
1.5
Identify a number of social work roles associated with macro practice including administrator,
advocate, broker, coordinator, facilitator, grant writer, mobilizer, community organizer, program
developer, and supervisor and apply skills associated with these roles in appropriate practice
situations.
2.1
Analyze communities and organizations and utilize theories to assess and examine the structure,
environment and nature of social service agencies.
[EPAS 2.1.3; PB 1; 2.1.4; PB 1; 2.1.6; PB 1 & 2]
2.2
Examine intervention strategies used to bring about change in organizations and communities.
2.3
Examine the role of research in addressing organization systems, particularly as it relates to
process and outcome evaluations.
2.4
Understand how social service organizations supervise personnel and facilitate the delivery of
services to clients/consumers and communities.
2.5
Examine how organizations are funded and identify potential funding sources for community
projects through a grant writing exercise.
3.1
Examine and discuss the components of community change including assessment, community
organizing, tactics, planned development, planned implementation, and evaluation.
[EPAS 2.1.3; PB 1; 2.1.6; 1 & 2; 2.1.10 a-d; PB]
3.2
Apply relevant theories to understand how communities function, within the context of social,
economic, political, and global systems, to promote individual and community health and wellbeing. [EPAS 2.1.6; PB 2; 2.1.7; PB 1 & 2; 2.1.9; PB 2; 2.1.10 a-d]
3.3
Compare and contrast approaches to community-based research including needs, assets
mapping, program evaluation, indigenous research, and participatory action research.
[EPAS 2.1.10 a-d]
3.4
Analyze a community and complete a community analysis report.
3.5
Identify interventions commonly used by community practitioners to challenge discrimination and
other oppressive practices in communities. [EPAS 2.1.4; PB 1]
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4.1
Understand the function of task groups and the roles of group members and facilitators.
[EPAS 2.1.10 b]
4.2
Examine how groups set goals and make decisions. [EPAS 2.1.10 a-d; 2.1.10 b]
4.3
Understand the use of group decision-making processes in a variety of settings including
committee and board meetings, workplace teams, collaborative efforts among organizations, and
coalition-building. EPAS 2.1.10 b]
Complete a process analysis of a formal meeting in an agency or public setting that includes an
examination of agenda items, speakers, decisions made, and how power is used in the decisionmaking process.
4.4
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you are absent.
Course Policies & Safety Issues
Email: You are expected to check your university email regularly or redirect email to the regular mail box
that you use. The instructor responds to all program/course related student email. Therefore, if a student
does not receive a reply, it means that the instructor may not have received the email and/or it got filtered
as possible spam. If a student does not receive a response, contact the instructor by phone to resolve the
issue. Students should always put Social Work 180 on the subject line or your risk the email not being
opened.
Class Participation and Attendance: Attendance will be taken every class period. Students should
contact the instructor before class if a crisis or unavoidable absence occurs;
Late Papers: Students have the responsibility to turn in their work on time. If there is an emergency that
may cause the work to be late, students are encouraged to contact the instructor before the paper is due to
discuss the situation with the instructor.
Make-up: An assignment or exam may be made up only if the absence is due to extenuating
circumstances and at the instructor’s discretion. The student is responsible for notifying the instructor
regarding an absence and making arrangement to turn in the assignment.
Use of electronic devices (pagers, cell phones, pdas, etc.) To minimize class disruptions, please turn
off these devices during class. If you are required to be “on call” please advise the instructor at the
beginning of the class, and sit near the exit. Further, all devices should be put on silent. Please advise the
instructor if you want to use your laptop during class, or if you want to record the lecture. Websurfing and
reading email during class is not allowed.
University Policies
Students with Disabilities
Upon identifying themselves to the instructor and the university, students with disabilities will receive
35 | P a g e
reasonable accommodation for learning and evaluation. For more information, contact Services to Students
with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
Honor Code
“Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” If you are
going to use this statement, include it here.
Cheating and Plagiarism
"Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating'
not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a
specific form of cheating which consists of the misuse of the published and/or unpublished works of others
by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for
cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the university. For more information on the University's policy regarding cheating and
plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University
Catalog (Policies and Regulations).
Computers
"At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have
his/her own computer or have other personal access to a workstation (including a modem and a printer)
with all the recommended software. The minimum and recommended standards for the workstations and
software, which may vary by academic major, are updated periodically and are available from Information
Technology Services (http://www.fresnostate.edu/adminserv/technology/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior
36 | P a g e
"The classroom is a special environment in which students and faculty come together to promote learning
and growth. It is essential to this learning environment that respect for the rights of others seeking to learn,
respect for the professionalism of the instructor, and the general goals of academic freedom are
maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of
the learning process, creating an environment in which students and faculty may learn to reason with clarity
and compassion, to share of themselves without losing their identities, and to develop and understanding of
the community in which they live . . . Student conduct which disrupts the learning process shall not be
tolerated and may lead to disciplinary action and/or removal from class."
Copyright Policy
Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in
this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of
the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the
University encourages you to visit its Copyright Web Page (http://libguides.csufresno.edu/copyright).
Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by
copyrights held by the instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of the original
material. You may download one copy of the materials on any single computer for non-commercial,
personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration
of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published,
uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright
holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material
placed on the web site.
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D. SWRK 182 (Spring) – Field Instruction B
Spring 2016
SYLLABUS FOR FIELD INSTRUCTION B (SWRK 182)
California State University, Fresno
Course Information
Units
Time
Location
Website
Catalog Statement
Instructor Name
Office Number
E-Mail
Telephone
Office Hours
SWRK 182. Field Instruction B (6). Second semester field internship. Guided social work practice
experience with individuals, groups, families and organizations. Liability insurance required. CR/NC
grading only. (Formerly SWRK 181, second semester.)
Course Description
Social Work 182, Field Instruction, is the field practicum undertaken for approximately two days a week for
the second semester of the senior year. Students are placed in approved human service agencies under
the supervision of selected M.S.W. field instructors in order to develop entry level, generalist social work
skills. It is the goal of this course to provide students with the practice necessary to integrate the primary
theoretical perspectives of the program (systems, empowerment, learning and conflict theories) with
experience, values, and skills in working with, and on behalf of, clients/constituents in an informed, selfcritical and helpful fashion. In keeping with the mission of the Department of Social Work Education,
generalist practice knowledge and skills are developed within an empowerment perspective with specific
attention to diversity awareness and social justice.
Field Instruction B has a “micro” focus to correspond with concurrent enrollment in the micro practice
course, SWRK 183 (formerly SWRK 140). Students develop beginning level social work strategies and
skills working with small systems, including individual, families and small groups. SWRK 182 is linked to
SWRK 183 (micro) and focuses on problem identification, beginning steps of intervention, and the
evaluation of one’s own supervised practice. The course syllabi for both SWRK 182 and SWRK 183 are
provided to all students and field instructors in the Undergraduate Field Manual. Through a process of
active learning, questioning, observing, reflecting and practicing, students are expected to acquire
professional generalist social work practice competencies necessary for entry level employment upon
graduation. Satisfactory completion of the practicum also serves as preparation for graduate study.
Prerequisites
Senior standing, minimum 2.0 GPA, SWRK 181 and concurrent enrollment in SWRK 183
Required Textbooks and Materials
Students enrolled in SWRK 182 are required to purchase liability insurance. See the Undergraduate Field
Manual for details. It can be located and downloaded at the department website,
www.fresnostate.edu/socialwork.
38 | P a g e
A. Material
1. Field calendar (available on line)
2. SWRK 182 learning agreement template (available on line)
3. Evaluation Forms (available on line)
4. Undergraduate Field Manual (available on line)
5. Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1. Undergraduate Field Manual (available on line)
Readings as assigned by the field instructor
Examinations and Major Assignments
1. Internship attendance. Successful completion of 225 hours is required for each semester.
2. All students will develop a learning agreement using the SWRK 182 learning agreement
template. The learning agreement is due by the fourth week of field placement. See the
Undergraduate Field Manual for specific requirements.
3. Students will maintain a weekly journal and/or complete evaluation of practice assignments. The
journal/assignments will be utilized as a beginning step to evaluating one’s own practice. Journals
are to be referenced and submitted to the faculty liaison at mid-term and final each semester.
Grading
SWRK 182 is graded on a CR/NC basis. Student performance evaluations are completed at mid-semester
and at the end of the semester. The field instructor and the faulty liaison recommend the grade which is
assigned by the Field Coordinator. Students who do not complete the required hours within the semester
period may receive an Incomplete grade which is converted to CR/NC upon successful completion of the
hours and receipt of a satisfactory final evaluation.
Course Goals and Primary Learning Outcomes
Course Goals
1. To promote the understanding and continued development of professional identity as a generalist
social worker. (EPAS 2.1.1, 2.1.7, 2.1.9)
2. To strengthen the understanding of core social work values, standards, ethics, and legal
parameters associated with beginning level practice. (EPAS 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6,
2.1.7, 2.1.8, 2.1.9)
3. To continue to develop beginning generalist social work practice skills, with an emphasis on micro
practice, applying diversity awareness and the principles of social justice and empowerment.
(EPAS 2.1.1, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.1.9, 2.1.10 (a-d)
4. To demonstrate basic skills in evaluation of practice and research in generalist social work practice
with a focus on smaller systems. (EPAS 2.1.3, 2.1.6, 2.1.9, 2.1.10 (d)
Learning Outcomes
1.1 Demonstrate an understanding of social work professional roles as they relate to the student’s
39 | P a g e
practice with micro systems. (EPAS 2.1.1, PB 1; EPAS 2.1.9, PB 1)
1.2 Demonstrate an awareness of the agency’s basic policy, procedural/protocol guidelines that are
utilized in the micro practice system. (EPAS 2.1.1, PB 1; EPAS 2.1.9, PB 1)
1.3 Continue to demonstrate professional demeanor in dress, attendance, timeliness and other
behavior associated with the norms in their agency/placement. (EPAS 2.1.1, PB 1)
1.4 Continue to demonstrate ability to set appropriate boundaries with clients, colleagues and agency
personnel. (EPAS 2.1.1, PB 1; EPAS 2.1.7, PB 1)
2.1 Continue to apply social work values, ethics and practice principles in working with various client
systems and colleagues. (EPAS 2.1.2, PB 1; EPAS 2.1.3, PB 1; EPAS 2.1.4, PB 1; EPAS 2.1.5,
PB 2; EPAS 2.1.7, PB 1; EPAS 2.1.9, PB 1)
2.2 Demonstrate ability to make ethical decisions by applying to practice the standards of the NASW
Code of Ethics and the International Federation of Social Workers Ethics if applicable. (EPAS
2.1.1, PB 1; EPAS 2.1.2, PB 1; EPAS 2.1.3, PB 1)
2.3 Develop the skills involved in the professional use of self within the profession and the broader
community, including populations at risk. (EPAS 2.1.1, PB 1; EPAS 2.1.2, PB 2; EPAS 2.1.4, PB 1
& 2; EPAS 2.1.7, PB 1; EPAS 2.1.9, PB 1; EPAS 2.1.10 (c) PB 1)
3.1 Demonstrate ability to strengthen beginning level interpersonal skills in generalist social work
practice with diverse and at-risk populations. (EPAS 2.1.4, PB 1; EPAS 2.1.7, PB 1; EPAS 2.1.9,
PB 1; EPAS 2.1.10 (a) PB 1, (b) PB 2, (c) PB 1 & 2)
3.2 Demonstrate ability to apply the steps of an entry level problem solving approach derived from the
Generalist Practice Model with an emphasis on empowerment-based micro practice: problem
identification; assessment; planning; intervention; evaluation; and termination. (EPAS 2.1.3, PB 1;
EPAS 2.1.4, PB 1; EPAS 2.1.5, PB 1; EPAS 2.1.6, PB 1; EPAS 2.1.7, PB 1; EPAS 2.1.9, PB 1;
EPAS 2.1.10 (a) PB 1, (b) PB 2, (c) PB 1 & 2)
3.3 Demonstrate beginning skills in policy practice by applying understanding of laws, policies,
procedures, and funding to micro practice in addressing issues common to populations at risk (i.e.
disparities, stigmatization) with attention to diversity awareness and principles of social justice and
empowerment. (EPAS 2.1.2, PB 1; EPAS 2.1.3, PB 1; EPAS 2.1.4, PB 1; EPAS 2.1.5, PB 2; EPAS
2.1.6, PB 1; EPAS 2.1.7, PB 1; EPAS 2.1.8, PB 2; EPAS 2.1.9, PB 2; EPAS 2.1.10 (c), PB 1
3.4 Demonstrate supervised, entry-level skill in carrying out a range of practice roles with diverse and
at-risk populations: i.e. advocate; behavior changer; broker; case manager; facilitator; mobilizer;
peer advisor/counselor; teacher. (EPAS 2.1.4, PB 1; EPAS 2.1.5, PB 1 & 2; EPAS 2.1.7, PB 1;
EPAS 2.1.8, PB 2; EPAS 2.1.9, PB 1; EPAS 2.1.10 (b) PB 1
3.5 Demonstrate ability to apply a range of beginning micro practice skills: engagement; relationship
building; empathy; attending and active listening; interviewing; summarizing and information giving;
40 | P a g e
confrontation; contracting; advocacy; and, small group facilitation.
(EPAS 2.1.4, PB 1; EPAS 2.1.5, PB 1 & 2; EPAS 2.1.7, PB 1; EPAS 2.1.9, PB 2; EPAS 2.1.10 (ac), PB 1
3.6 Demonstrate ability to complete documentation requirements of the placement agency.
(EPAS 2.1.10 (c), PB 1
4.1 Demonstrate skills in the evaluation of outcomes in work with a small system (e.g. single subject
design, goal attainment). (EPAS 2.1.4, PB 2; EPAS 2.1.6, PB 2; EPAS 2.1.9, PB 2; EPAS 2.1.10
(d), PB 1
4.2 Utilize professional literature to inform social work practice with small systems. (EPAS 2.1.3, PB
2; EPAS 2.1.6, PB 2; EPAS 2.1.9, PB 2; EPAS 2.1.10 (a), PB 1
4.3 Use systematic strategies to examine one’s performance of micro practice skills. (EPAS 2.1.3, PB
2; EPAS 2.1.6, PB 2; EPAS 2.1.10 (d), PB 1
Assignment and Examination Schedule
Date
2/19/16
3/11/16
5/13/16
Assignment
Learning Agreement
Mid-term Evaluation
Final Evaluation
Points
N/A
N/A
N/A
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
Course Policies & Safety Issues
Readiness to begin internship: Work for any incompletes in prerequisite courses for the field internship
must be submitted by the 10th day of instruction in the fall semester or the student will be withdrawn from
the internship and co-requisite course, SWRK 183. Replacement will only be considered when the delay is
due to significant, extraordinary factors that were beyond the student’s control.
Students who fail to report to their assigned field internship as scheduled, and who fail to notify the office
and their agency of non-attendance in first week of field, will be withdrawn from field and the concurrent
practice course, SWRK 183.
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the field instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to accrue
field placement hours until the assignment is satisfactorily completed; students cease to earn credit for
internship hours when learning agreements and/or evaluations are overdue by more than 2 weeks based
on scheduled due date, or, for evaluations, earned hours.
41 | P a g e
Attendance: Students are expected to establish a regular schedule of 15 hours per week for each
semester of field instruction. Expectations and policies regarding attendance and participation in the field
practicum are outlined in the Undergraduate Field Manual which is available on line at the department
website referenced above.
Dismissal: The university and department policies on dismissal are outlined in the Undergraduate Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and ethical
manner at all times during the field internship. All students are also responsible for knowing and adhering
to both university and department policy as outlined in the Undergraduate Field Manual and the University
catalog. Students are also responsible for knowing and adhering to policies specific to their field internship
agency.
Terminating from Internship: When terminating from the internship, students shall fulfill all exit
procedures (e.g., returning keys, badges), transfer cases (as per case plans) and complete all necessary
case notes. Failure to appropriately terminate from the internship will result in a grade of Incomplete, at
minimum, or No Credit (NC).
Cell Phones: Policies concerning cell phone use are determined by the agency and the field instructor.
University Policies
Students with Disabilities
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to Students
with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
Honor Code
“Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should: understand or seek
clarification about expectations for academic integrity in this course (including no cheating, plagiarism and
inappropriate collaboration); neither give nor receive unauthorized aid on examinations or other course
work that is used by the instructor as the basis of grading. Take responsibility to monitor academic
dishonesty in any form and to report it to the instructor or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” If you are
going to use this statement, include it here.
Cheating and Plagiarism
"Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating'
not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a
specific form of cheating which consists of the misuse of the published and/or unpublished works of others
by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for
cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the university. For more information on the University's policy regarding cheating and
42 | P a g e
plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University
Catalog (Policies and Regulations).
Computers
"At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have
his/her own computer or have other personal access to a workstation (including a modem and a printer)
with all the recommended software. The minimum and recommended standards for the workstations and
software, which may vary by academic major, are updated periodically and are available from Information
Technology Services (http://www.fresnostate.edu/adminserv/technology/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior
"The classroom is a special environment in which students and faculty come together to promote learning
and growth. It is essential to this learning environment that respect for the rights of others seeking to learn,
respect for the professionalism of the instructor, and the general goals of academic freedom are
maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of
the learning process, creating an environment in which students and faculty may learn to reason with clarity
and compassion, to share of themselves without losing their identities, and to develop and understanding of
the community in which they live . . . Student conduct which disrupts the learning process shall not be
tolerated and may lead to disciplinary action and/or removal from class."
Copyright Policy
Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in
this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of
the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the
University encourages you to visit its Copyright Web Page (http://libguides.csufresno.edu/copyright).
Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by
copyrights held by the instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of the original
material. You may download one copy of the materials on any single computer for non-commercial,
personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration
of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published,
uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright
holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material
placed on the web site.
43 | P a g e
WEEK
1
HOURS
15
2
15
3
15
4
15
5
15
6
15
7
15
8
15
9
15
10
15
Tentative Course Schedule
Spring 2016
FIELD INTERNSHIP ACTIVITIES/ASSIGNMENTS
Resume schedule for internship
Discuss multiple roles of a social worker
Attend relevant agency meetings
Supervision
Development of Learning Agreement
Participant observation of an assessment
Review documentation of assessment
Supervision
Discuss appropriate professional boundary setting
Role play assessment and interviewing
Shadow experienced agency staff
Meet with faculty liaison
Supervision
Learning Agreement Due
Conduct a psychosocial assessment
Develop a plan of service with the identified client/consumer
Supervision
Provide case management services
Attend relevant agency meetings/trainings
Meet with two different professionals to gather information about two other
professional value orientations
Supervision
Casework and documentation
Complete a process recording
Visit two community agencies
Supervision
Conduct an assessment with a family genogram
Review documentation of assessment
Complete mid-term self evaluation
Supervision
Discuss dilemmas in maintaining professional boundaries
Casework with client/consumer culturally different from self
Documentation
Supervision
Conduct an assessment and develop an eco map
Casework and documentation
Attend a multidisciplinary/team meeting addressing client needs
Supervision
Attend a professional meeting (NASW, Social Work Student Organization, etc.)
Case management: brokering and linkage to resources
Supervision
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11
15
Casework and documentation
Policy practice with or on behalf of a client/consumer
Supervision
12
15
Co-facilitate a small group
Review the process with the co-facilitator
Supervision
13
15
Complete evaluation of practice using goal attainment scaling
Attend a professional training or conference
Supervision
14
15
Casework and documentation
Prepare for termination from internship
Complete final self-evaluation
Develop plan for professional growth
Supervision
15
15
Termination
Supervision
Final Semester Evaluation for SWRK 182 Due:
225 hours completed
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E. SWRK 183 (Spring) - Seminar in Micro Practice
Spring 2016
SEMINAR IN MICRO PRACTICE (SWRK 183)
California State University, Fresno
3 Units
Tuesday 6:00pm 8:50
Location
E-mail
Telephone:
Office Hours
Catalog Statement
SWRK 183. Seminar in Micro Practice (3); Acquisition of micro social work practice skills integrating human
behavior and social environment theories, research, and social policy in interventions with individuals,
families and small groups. With field experience, seminar represents the culminating experience in micro
practice in the social work major.
Course Description
This seminar is designed to provide the student with foundational knowledge, skills and values for entrylevel, supervised social work practice with individuals, families and small groups. The primary focus is on
the development of micro practice skills that assist the client/consumer with problem identification, goal
setting exploration of beginning steps of intervention and the evaluation of one’s own supervised practice in
the delivery of micro services to people in a pluralistic society. The course will promote student awareness
and sensitivity to the needs of those who are a part of populations at risk. In addition, specific intervention
skills and social worker roles will address at risk populations. Populations at risk include members of
cultural and sub cultural groups, people of color, women, LGBTQ (lesbian/gays/bisexual/transgender/
questioning), people with mental and physical disabilities, elders, and people who are poor.
This course focuses on the Generalist Practice Model conceptualizing the mastery of the generalist
approach to social work services. The course will enable the student to develop a cognitive understanding
of a system approach to intervention that is client-driven, brief, goal-directed and concentrated on the
clients’ primary concerns. Fundamental to this approach is an emphasis on assessing successful
outcomes, client satisfaction, and on monitoring and evaluating one’s own supervised practice as a
dimension of outcome oriented social services.
The seminar format of this course will enable the student to plan an active role in the teaching-learning
process. The experiential/exercise portions of the seminar are intended to provide the opportunity to build
practice skills used with individuals, families and groups, in particular, client engagement and fundamental
interviewing skills. Some assignments for this classed are linked to expectations and activities to be
conducted by students in their social work internships (Social Work 182).
Prerequisites
SWRK 180 and 181. Must be taken concurrently with SWRK 182.
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Required Textbooks and Materials
Miley, K.K., O’Melia, M., & DuBois, B. (2013). Generalist Social Work Practice: An Empowering Approach (Updated 7th
Ed.) with MySocialWorkLab. Boston: Pearson Education.
RELEVANT WEB-SITES
http://www.socialworkers.org/
National Association of Social Workers
http://www.naswca.org/
National Association of Social Workers – California Chapter
http://www.cswe.org/
Council on Social Work Education
Examinations and Major Assignments
Attendance
Because of the nature of a practice seminar, the expectation is class attendance and participation. Class
attendance will be taken every class meeting: 80 points / 16%
Film Critique (COMMON ASSIGNMENT) – Based on a film viewed in class, you will critique the behavior,
appearance and communication of a social worker. You will also apply the ethical reasoning and social
work code of ethics to a decision the social worker made. This critique will result in a paper. 120 points /
24%
EPAS 2.1.1 PB 1: Professional Identify – Demonstrate professional behavior, appearance and
communication
EPAS 2.1.2 PB 1: Ethical Principles – Apply beginning strategies of ethical reasoning and existing social
work ethical code to arrive at principles decisions.
Interview Recording (COMMON ASSIGNMENT) - Conduct an interview with a client / consumer to
assess a problem that they are experiencing. In the context of the interview, use one of the assessment
tools used in class to guide the interview process (such as an eco-systems map, genogram, person-in-theenvironment). Your paper will include both the results of the assessment and a description of the dialogue
between you and consumer (see guidelines for process recordings in your field manual). During this
interview you will develop a mutually agreed upon focus of work and outcomes, as well as intervention
goals, objectives and strategies at identified systems levels. 160 points / 32%
EPAS 2.1.10(a) PB 2: Engagement – Develop a mutually agreed upon focus of work and identify
outcomes.
EPAS 2.1.10(b) PB 2: Assessment – Develop mutually agreed upon intervention goals, objectives, and
strategies at identified systems levels.
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Intervention and Evaluation (COMMON ASSIGNMENT) – Based on the interview recording, develop an
intervention and evaluation plan which will address the problems identified. This Intervention Plan will
include the following: three specific and measureable goals for the client / consumer; a discussion of how
the social worker and the consumer / client agreed upon the goal choice; a discussion of who will be
involved in the plan; a discussion of the specific roles and tasks that each person involved in the plan will
be expected to complete; at least one of these roles must include advocate, behavior changer, broker,
caregiver, case manager, facilitator, mobilizer, and peer advisor / counselor; where the tasks will be
completed; the length of time it will take to complete the tasks and the method by which goal attainment will
be evaluated The Evaluation Plan will clearly identify how this intervention will be evaluated. 140 points /
28%
EPAS 2.1.10(c) Evaluation PB1: Implement direct and indirect practice interventions, including those that
are evidence based, to address mutually agreed upon goals / objectives at identified system levels.
EPAS 2.1.10(d) Evaluation PB 1: Monitor, analyze and evaluate professional behavior and interventions at
identified systems levels.
Grading
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
"A" = 450-500 points
"B" = 400-449 points
"C" = 350-399 points
"D" = 300-349 points
"F" = 348 points or below
Course Goals and Primary Learning Outcomes
Course Goals
1.
To enable students to apply social work knowledge theories, and practice roles associated with the
Generalist Practice Model. (EPAS 2.1.7)
2.
To enable students to demonstrate knowledge and the application of social work values and ethics
in generalist practice with individuals, families, and small groups. (EPAS 2.1.2)
3.
To enable students to practice without discrimination and acquire entry level skills for culturally
competent practice with people who are members of populations-at-risk including people of color,
women, LGBTQ. (lesbian/gay/bisexual/transgender/questioning), people with physical or mental
disabilities, people who are older, and people who are low-income. (EPAS 2.1.4)
4.
To promote student recognition of the relevance of empowerment and social justice in micro
practice that emphasizes engagement, communication, and interviewing skills characterized by
mutuality, collaboration, and respect for individuals and families in their own environments and
historical backgrounds. (EPAS 2.1.1; EPAS 2.1.2; EPAS 2.1.5; EPAS 2.1.10 a-c)
48 | P a g e
5.
To provide students with skills necessary for applying an entry-level,
problem-solving approach derived from the Generalist Practice Model including problem
identification, assessment, intervention planning, evaluation, and termination. (EPAS 2.1.1; EPAS
2.1.3; EPAS 2.1.6; EPAS 2.1.10 a-d)
Learning Objectives
At the completion of the course each student will demonstrate through class discussion, written
examination, presentation, or papers, the ability to:
1.1
Apply basic principles from core social work theories to generalist practice including the systems
approach, the ecological perspective, the strengths perspective, the empowerment model.
(EPAS 2.1.7)
1.2
Examine the assumptions of the problem solving model of service with individuals, families and
small groups.
1.3
Describe and apply a range of change agent roles including advocate, behavior changer, broker,
caregiver, case manager, facilitator, mobilizer, and peer advisor/counselor.
2.1
Discuss the application of the NASW Code of Ethics to services with individuals, small groups, and
families using case scenarios and field internship experiences.(EPAS 2.1.2.)
2.2
Explore and apply assessment strategies that are client/consumer driven and strengths based.
2.3
Examine a conceptual framework that identifies the major components of an intervention/treatment
model that is client/consumer driven, empowerment based and culturally aware.
2.4
Identify the socio-economic, developmental and cultural factors that impact individuals, families
and small groups.
3.1
Identify and discuss social structures, sources of oppression, family structures, and cultural factors
that impact individuals, families and small groups.(EPAS 2.1.4.)
3.2
Examine factors of age, gender, disability, mental illness, ethnicity, social class, cultural diversity,
and sexual orientation as central forces in both the client/consumer’s socialization process and
the helping relationship.(EPAS 2.1.4.)
3.3
Promote the components of respect, self-worth, self-competence, communication, and system
relatedness as the foundation for developing a working relationship with the individual within
his/her familial context, families and small groups.
3.4
Identify characteristics of client/consumer systems that may suggest the presence of cultural
identification and cultural affirmation.(EPAS 2.1.4.)
4.1
Develop client/consumer engagement skills with individuals, families and small groups that are
culturally appropriate.(EPAS 2.1.5.;EPAS 2.1.10 a)
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4.2
Demonstrate active listening skills with individuals, families and small groups. (EPAS 2.1.10 a)
4.3
Demonstrate interviewing skills that are characterized by respect for client/consumer needs,
cultural values, and self-determination and empowerment.(EPAS 2.1.1.; EPAS 2.1.2.; EPAS 2.1.5.;
EPAS 2.1.10 b)
4.4
Demonstrate contracting skills that incorporate principles of cultural competency, mutuality, and
social justice.(EPAS 2.1.5.; EPAS 2.1.10 c)
5.1
Use critical thinking skills to identify problems and conduct assessments of client/consumer
problems.(EPAS 2.1.3.; EPAS2.1.10 a; EPAS 2.1.10 b)
5.2
Demonstrate the ability to develop intervention goals and appropriate case plans that incorporate a
number of practice roles including advocate, behavior changer, broker, caregiver, case manager,
facilitator, mobilizer, and peer advisor/counselor.(EPAS 2.1.10 c)
5.3
Record and present the progress/non-progress of a single case. (EPAS 2.1.10 d)
5.4
Design outcome measures that incorporate social work principles including social justice and
empowerment.(EPAS 2.1.6; EPAS 2.1.10.d)
5.5
Demonstrate skills in practice evaluation and handling disruptions and terminations.(EPAS 2.1.6;
EPAS 2.1.10 d)
5.6
Discuss the rationale for, and the importance of, supervision in human service agencies, including
case consultation.(EPAS 2.1.1.; EPAS 2.1.10 d)
Assignment and Examination Schedule
Assignment
Attendance
Film Critique (COMMON ASSIGNMENT)
Interview Recording (COMMON ASSIGNMENT)
Intervention and Evaluation (COMMON ASSIGNMENT)
Total
Points
80 points
120 points
160 points
140 points
500 points
Percentage of
Grade
16%
24%
32%
28%
100%
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances. If
you are absent from class, it is your responsibility to check on announcements made while you
were absent
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Course Policies & Safety Issues
DESCRIPTION OF COURSE WRITING POLICY
Assignments involve both content and writing quality. Completion of assignments requires the student to
give careful thought and consideration to each response. Equally important is the quality of the writing of
the assignment.
A well done work product should include one’s ability to critically think about the assignment and to
effectively apply one’s knowledge of the major concepts taught in this course. It should also be a well
written product that clearly conveys the content.
All assignments must follow APA guidelines; contain proper grammar, spelling, punctuation and sentence
structure. Assignments will be graded on both content and writing, with 30 % of the grade being based on
quality writing.
If, during the course of grading an assignment, there are a significant number of writing errors, grading will
be suspended. The paper will be returned to the student, who will be given a timeframe in which to re-write
the assignment in an effort to correct the errors.
It is not uncommon for students to face difficulties with writing skills. Students who find themselves in this
situation would benefit from scheduling a conference with this instructor as soon as possible to discuss
concerns and to offer strategies and suggestions for improvement in writing skills. Resources for
assistance are also available.
ATTENDANCE AND PARTICIPATION
University, School, and Departmental policies require all students to attend class. In order to receive full
credit for your participation grade you must attend class sessions, be prepared for discussions/complete
the readings, and actively participate in the in-class activities/discussions.
LATE PAPERS
Submission of assignments on time is expected. Please consult the instructor in advance of a deadline if
you have concerns or problems in this area. Late assignments will automatically be dropped one whole
letter grade. Assignments are submitted in “paper” form. All assignments must be turned in within one
week of due date or they will not be accepted by instructor.
USE OF ELECTRONIC DEVICES (PAGERS, CELL PHONES, ETC.)
To minimize class disruptions, please turn these devices off during the class except where a situation
requires that you be “on-call.” Please advise me of such situations at the beginning of class and sit near the
door, so you can exit with minimal disruption to the class.
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University Policies
Students with Disabilities
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to Students
with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
Honor Code
“Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
d) understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration)
e) neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
f) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” If you are
going to use this statement, include it here.
Cheating and Plagiarism
"Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating'
not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a
specific form of cheating which consists of the misuse of the published and/or unpublished works of others
by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for
cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the university. For more information on the University's policy regarding cheating and
plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University
Catalog (Policies and Regulations).
Computers
"At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have
his/her own computer or have other personal access to a workstation (including a modem and a printer)
with all the recommended software. The minimum and recommended standards for the workstations and
software, which may vary by academic major, are updated periodically and are available from Information
52 | P a g e
Technology Services (http://www.fresnostate.edu/adminserv/technology/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior
"The classroom is a special environment in which students and faculty come together to promote learning
and growth. It is essential to this learning environment that respect for the rights of others seeking to learn,
respect for the professionalism of the instructor, and the general goals of academic freedom are
maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of
the learning process, creating an environment in which students and faculty may learn to reason with clarity
and compassion, to share of themselves without losing their identities, and to develop and understanding of
the community in which they live . . . Student conduct which disrupts the learning process shall not be
tolerated and may lead to disciplinary action and/or removal from class."
Copyright Policy
Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in
this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of
the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the
University encourages you to visit its Copyright Web Page (http://libguides.csufresno.edu/copyright).
Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by
copyrights held by the instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of the original
material. You may download one copy of the materials on any single computer for non-commercial,
personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration
of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published,
uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright
holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material
placed on the web site.
53 | P a g e
SECTION 4. Field Education Policies and Procedures
A. Field Education Site Description and Selection
There are three categories of field instruction agencies: designated instructional sites, field agencies, and
for profit field agencies. The criteria governing the use of agencies for field instruction has been established
by the Department of Social Work Education in conformity with standards developed by the Council on
Social Work Education.
Designated Instructional Sites
Agencies approved for use as designated instruction centers are those public services agencies which enter
into a “designated agency” agreement with the Department of Social Work Education. Such an agreement
binds the agency to developing, maintaining, and staffing a field instruction program for social work
students; and binds the department to placing students in that agency. Thus, the agency can depend upon
having social work students from one year to the next. Agencies given “designated” status must meet at
least the following criteria:
1. The policy making board and/or director, and the administrative staff, have conviction about the
value of social work education; and accept field instruction as an appropriate function of the
agency.
2. The emotional and attitudinal climate of the agency is conducive to learning and to the student’s
identification with the values of the social work profession.
3. The policy and procedures governing the agency’s operation clearly define and reflect a philosophy
consistent with the values and ethics of the social work profession and with the objectives of social
work education.
4. The agency develops and delivers an instructional program that provides supervision by qualified
personnel (i.e., MSW or, in rare situations, qualified non-MSW) and the range and quality of learning
experiences needed to illuminate classroom teaching and promote the student’s personal and
professional growth.
5. The agency provides for 1) space and equipment needed by students and their field instructor, i.e.,
desks, telephone, privacy for interviews and conferences, etc.; and 2) the use of case material and
other agency data a student might need to fulfill class assignments and research provided
confidentiality can be maintained for both individuals and agencies.
Non Profit Agencies
Agencies categorized as nonprofit field sites meet minimum qualifications for any organization desirous of
accepting students for field instruction. These qualifications are as follows:
1. The agency employs an individual who possesses an MSW or BA in Social Work degree from a
CSWE accredited program (or comparable international program).
2. The individual possessing the Social Work degree is willing to provide the requisite field instruction
to the field students, and fulfill the role and responsibilities of the field instructor.
3. The agency will provide the Field Instructor with time to attend field instructor training and
continuing education programs.
4. The emotional and attitudinal climate of the agency is conducive to learning.
5. The agency provides for a) space and equipment needed by students and their field instructor, i.e.,
desks, telephone, privacy for interviews and conferences, etc and c) the use of case material and
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other agency data a student might need to fulfill class assignments and research provided
confidentiality can be maintained for both individuals and agency.
For Profit Field Sites
Agencies that have a for profit tax status may occasionally be used as field sites for social work students.
Those agencies must meet the minimum qualifications listed above under the nonprofit status. The
following additional requirements also apply: Students may not be placed in either individual or group
private practitioner offices for field internship.
The specific duties and responsibilities of students placed in a for-profit setting must be clearly delineated.
Any assignments or activities of the student that involve revenue generation must result in payment to the
student of a stipend of 50% of the revenue generated.
The for profit placement site must assume responsibility for the calculation and distribution of any stipend
monies owed to the student as a result of the student’s revenue generating activities.
Agency Selection Process
The Field Coordinator or designee is responsible to the Department Chair for the selection and maintenance
of all field placements in the B.A. and M.S.W. programs. The Field Coordinator, sometimes assisted by
members of the Field Review and Certification Committee, completes a study of a potential new field site.
The Field Coordinator meets with and obtains the professional vitae of prospective new field instructors and
presents a report and recommendation to the Field Review and Certification Committee. This committee
may request further information, recommend deferring, rejecting or accepting the proposed new site and
field instructor(s) and/or set other conditions. Where a student’s work site becomes his/her internship, an
“in-agency” placement also must be in an approved agency.
The following criteria are used in evaluating agencies for the field practicum:
1. Agency must be able to provide student with learning opportunities to meet ALL of the common
learning goals listed in the learning agreements.
2. Agency staff and administrators must wish to participate in social work education, endorse the goals
and objectives of the program, and be willing to develop and maintain effective communication with
the Department in all matters relevant to field instruction, and offer support of an administrative,
practical and possibly financial kind. Support includes the provision of space, equipment, clerical
services, insurance, and travel expenses as detailed in the formal agreement between the university
and each agency. Agency Profiles are on file in the department office.
3. Where an agency is not primarily a social service one, there is evidence of its good standing
professionally on the national and local level. Its objectives, values and ethics are compatible with
those of the program and of the social work profession, and it supports social work values, concepts
and goals.
4. Both the agency administration and the field instructors agree to follow program policies set forth in
the Field Manual or negotiate for changes as necessary.
5. The agency must be reasonably accessible geographically so that adequate contact can be
maintained between the Department and the agency
6. The agency’s staffing structure is expected to reflect non-discriminatory, affirmative action policies.
7. The agency’s administration supports students’ learning and experiential needs and is sufficiently
flexible to allow for innovation and progression in learning assignments.
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8. The agency has a conceptual framework identifying the interventive methods utilized in practice
which is compatible with relevant social work theory and values.
9. The agency is relatively stable in expecting to maintain programs and personnel throughout the
practicum.
10. Agency target systems reflect the broad range of social work concerns, i.e. identifiable unmet biopsycho-social and/or community needs.
11. Agency client systems are diversified in terms of ethnic origin, age, gender, and socio- economic
status reflective of the community at large.
12. A variety of social work roles are used, and the student can participate in working with people and
programs, in the five-part problem-solving process, from assessment through evaluation.
13. The agency is willing to enter into a formal agreement with the university to participate in the
program by providing field learning experiences to students for the time period covered by the
agreement.
Department’s Curriculum Expectations
Selecting a field site requires thorough study. Settings are required which challenge the students’ interests,
maximize their learning, and provide them with the depth and breadth of experience required by the
curriculum and the general objectives of the program. It is expected that the agencies selected as field
sites reflect the breadth, diversity and variety of fields of practice within the San Joaquin Valley. Agencies
are evaluated on their ability to provide assignments with a range of persons of different cultural
backgrounds.
It is assumed that the learning experiences provided through field work are essential to the achievement of
the objectives of the social work curriculum. Purposeful helping or problem- solving activities with the
recipients of social services enable the student to experience the discipline of professional relationships; to
gain new knowledge and understanding in all content areas of the curriculum; to learn to apply and test
social work principles, values and techniques; and to develop the skills and self-awareness necessary for
professional competence as a social worker.
The field practicum is undertaken two to three days per week in the senior year. The practicum is taken
concurrently with practice courses during both semesters.
This curriculum design is intended to maximize the integration of classroom and field practicum learning.
Evaluating one’s own social work practice is an additional goal of the curriculum. Students are expected to
develop the skills necessary to assess their own performance and the effects of their performance upon
intervention outcomes. The development of learning agreements in the field practicum is conducted in
conjunction with concurrent enrollment in practice classes. This design provides integral linkage between
classes and field through the development of learning objectives which include evaluation of one’s own
practice.
B. Use of Employment as a Field Education Site
Increasingly, a number of both Master’s level and Bachelor’s level students are inquiring as to whether they
may use a current employment site as their field practicum setting (In- Agency Placement). This option can
be helpful in making social work education possible to students and increase the level of professional
resources within the agency. However, these arrangements, unless carefully developed and monitored,
can diminish the quality and integrity of field education.
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Specific criteria need to be followed in order to ensure that employment sites as field practicum settings
offered through the Department of Social Work Education at CSUF conform to the professional standards
required of all field experiences, and adhere to the standards set forth by the Council on Social Work
Education (CSWE) and the department’s Curriculum/Field Instruction policies. Clear distinction between
employment and field practicum assignments is crucial to the success of the student’s experience.
As an initial step, the student should review the basic requirements below that must be met in order to utilize
an employment site as a field practicum.
Formal request for this arrangement is initiated by the student in consultation with the Field Coordinator or
Assistant Field Coordinator at the time of application for field placement. Guidelines for a written proposal
can be found at the end of this document. The application form for in agency placement can be found
in section 9.
Basic Requirements of In-Agency Placements
1. The student has permanent status and has worked for a minimum of one year at the agency; and
cleared probationary status for current work assignment;
2. A clear delineation is established between employment roles/responsibilities and educationally
focused field practicum experiences;
3. There are specified and separate assigned field work hours and employment hours;
4. It is expected that the employee’s workload will be reduced commensurate to the amount of time
required for field practicum;
5. Field practicum assignments must be in a different program or service area than the student’s
current or previous work, internship, or volunteer experience(s);
6. The field instructor must either have an M.S.W. or BA in Social Work degree from a CSWE
accredited program and 5 years’ experience and be different from the current job supervisor; and
have no authority over the student’s employment;
7. The agency, field instructor, and the student meet the criteria as outlined by the Department of
Social Work Education curriculum and field education policies;
8. The required In-Agency Field Placement Proposal is completed by the due date set forth by the
Field Coordinator;
9. The field practicum meets the curriculum requirements in the specific areas of practice in which the
graduate or undergraduate student is concurrently enrolled:
a. Undergraduate: SWRK 180/181 (Macro) and SWRK 182/183 (Micro)
b. MSW1: SWRK 280/220 and SWRK 281/221 (foundation practice with individuals,
families, groups, organizations and communities)
c. MSW2: SWRK 282/224/225/246 and SWRK 283/227/247 (advanced practice with
individuals, groups, organizations, families and communities)
10. The agency administrator provides written authorization stating approval of use of employment site
as a field practicum setting and its commitment in adhering to Department of Social Work
Education policies; and,
11. Generally, the student may use an employment site for only one year. There may be exceptions to
this policy. Decisions will be based on the learning needs of the individual student and the
educational soundness of the in- agency proposal.
Student, Agency and Field Instructor Standards for In-Agency Placements:
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Students who are employed in social service/social work agencies may develop a proposal for an in-agency
field placement. The student, agency and field instructor must be able to meet established criteria to:
1. assure the educational focus of field work;
2. provide new and challenging experiences to the student and be able to differentiate practicum
activities from regular employment activities;
3. maximize learning opportunities; and,
4. conform to the high standards required of all field experiences.
In order to meet the requirements of an educationally based field work experience, the student, agency and
field instructor must meet the following criteria:
Student Standards:
1. Student must have permanent status and been employed by the agency for at least one year and
cleared probationary status for current work assignment.
2. Student’s employment performance evaluation must be at a satisfactory level. During the academic
year, student must continue to perform at a satisfactory level in both employment and the field
practicum setting. Failure to maintain satisfactory job performance will result in loss of approval to
use the employment site for field practicum and necessitate replacement to another internship.
Replacement and staying “on track” with the curriculum is not guaranteed; it is possible that the
student will have to withdraw from field and practice courses and re-enter field in the internship
cycle beginning the next fall.
3. Generally, the student who completes an In-Agency placement may use this setting for only one
academic year. There may be exceptions to this policy. Decisions will be based on the learning
needs of the individual student and the educational soundness of the in-agency proposal.
Agency Standards:
1. Agency must offer diverse learning opportunities appropriate to the specified student’s learning
needs and in conjunction with concurrent practice class requirements.
2. Agency must provide experiences for the student during field work hours that are significantly
differentiated from regular work activities and duties. Assignments proposed for field work must be
educationally focused and meet the DSWE criteria. Agency must ensure the availability of release
time for student’s classes and field instruction.
3. Field practicum assignments must:
a. be in a different department, service, or unit of the agency -- the student’s work assignments
must be completely differentiated from field internship experiences;
b. assign hours for field work to be designated as specific field work hours or blocks of time for
field work.
4. If agency has not been evaluated, approved and confirmed as a regular field placement site, the
agency will follow the required department curriculum and field instruction policies for approval.
Once approved as a field placement site, the agency must be willing to host interns in future years
for the term of their agreement with DSWE.
5. Agency must agree not to alter the field assignments or field arrangements without consultation and
approval by the Field Coordinator.
Field Instructor Standards:
1. A field instructor assigned to a student employee must:
a. be qualified and meet the criteria set by the department for all field instructors, including all field
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instructor application and confirmation policies and procedures;
b. be different from the student’s current employment supervisor; and have no authority over
student’s employment,
c. provide field instruction for that specific student for only one academic year.
C. Conflict of Interest
No student may be placed in an agency wherein she/he was, or is, a client or employee or an immediate
family member was, or is, a client or an employee. Since the department does not ascertain client
information from agencies or students, it is the responsibility of the student to decline (or not select) a
placement based on conflict of interest (Note: declining based on conflict of interest is not the same as the
“refusing to accept” concept delineated in the policy on unsuccessful interviews). Students who are found
attempting to secure or who secure a placement in an agency where they, or a member of their family, are
or were a client or an employee may be administratively dropped from the social work internship program.
DSWE will evaluate the student’s suitability to continue in the social work program.
D. History of Arrest and/or Convictions
The Department of Social Work Education at California State University, Fresno, does not require criminal
background checks for students majoring in social work. Individual agencies may require criminal
background checks. The cost of such screening is the responsibility of the student where the agency does
not assume the cost. Students should be aware that criminal offenses may cause ineligibility for placement
opportunities and/or liability insurance, which would prevent placement in the field.
Students who have a history of arrest on criminal charges that did not lead to conviction(s) are advised to
disclose this information to the Field Coordinator/Assistant Field Coordinator and/or department chair to
avoid potential problems in the agency placement process.
Students who have a history of “job-related” misdemeanor and/or felony conviction(s) are required to
disclose this information to the Field Coordinator/Assistant Field Coordinator and/or department chair during
the field placement planning interview unless the conviction(s) have been legally sealed, expunged or
statutorily eradicated. Examples of “job-related” convictions would include, but not be limited to, child
abuse, substance use/abuse/possession, theft, violent or potentially violent crimes such as domestic
violence, assault, robbery, etc.
Students who fail to inform the Field Coordinator/Assistant Field Coordinator and/or department chair of
required “job-related” misdemeanor and/or felony conviction(s) and the conviction(s) become(s) known to
the department may be administratively dropped from the social work program.
E. Liability Insurance
The department requires that students carry liability insurance. The fee for this insurance is included in
semester fees. Students are not allowed to participate in internship until malpractice insurance has been
paid.
F. Student Placement Procedures
Placements are made by the Field Coordinator and Assistant Field Coordinator after considering student
preferences, educational needs, and agency capacity. Several general policies and specific procedures are
detailed below:
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1. General Policies
a. Unsuccessful Placement Interviews
While the department attempts to place all students in accordance with department placement procedures, it
does not guarantee that all students will be successful in the placement interview. Students who are denied
a placement by three different agencies, or who refuse to accept three different agencies, or a combination
of (three) thereof, will meet with the Field Coordinator.
When a placement is not secured through the regular placement process, the Field Coordinator will meet
with the student to review the reasons for denial or refusal of placement, the student’s interests, and
potential available internship setting(s). If a potential internship cannot be identified, the student will be
informed of this and assisted in making plans to extend his/her study for the degree in social work or change
his/her major. If a potential internship can be identified, the student will be referred to this agency for an
interview. If this additional agency denies the student a placement or the student refuses the placement,
alternatives as noted above will be explored. Again, DSWE cannot guarantee that the student will secure a
placement and complete the social work degree.
b. Student Placement Procedures
The placement process for students occurs during the spring semester.
The process is as follows:
a. Meeting with academic advisor or the Undergraduate Coordinator and review your General
Education status. You must complete the “Degree Requirement check Sheet – BA in Social Work”
and get an advisor’s signature indicating that you are eligible for field.
b. Complete the SWRK 181/182 application form and make an appointment for a field placement
interview in the Social Work office. The application must be typed. The completed SWRK 181/182
application must be turned in when you make an appointment for your interview. All interviews are
to be scheduled during February/March. Students who miss this deadline will be scheduled in a
later, second round of interviews for a much smaller selection of agencies.
c. Letters of introduction will be picked up in the Social Work office by the student
d. Schedule agency interviews to be completed by the date indicated on the letters.
e. Return the Report on Field Placement Interview Process by the date indicated on the letters.
f. In rare situations when a match cannot be made, the student will have to re-interview in a second
round of interviews.
g. At the end of the Spring semester, you will receive a letter from the Field Coordinator’s office listing
your agency placement, field instructor, and other placement information. Please note: Field
placements are located throughout the Central Valley in Fresno, Kings, Tulare, Madera, and Merced
counties. There is no guarantee that your field placement assignment will be in Fresno.
h. You will be instructed to contact the person designated at the agency to confirm your placement and
determine what, if any, requirements (e.g., proof of immunizations, background check, orientations)
you must complete prior to beginning the internship. Delays in completing prerequisites on time can
result in loss of the specific internship assignment and potential delay of internship until the next
academic year.
i. If not provided by the agency, costs for prerequisites (e.g., health check/immunizations, background
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j.
checks, orientations) are the student’s responsibility.
No applications for field will be accepted after assignments have been made for fall. Students who
miss the spring application period must wait until the following spring to apply.
G. Procedures for Emergencies and Injuries Related to Field Placement Based on
the Workers Compensation Program
Instructions for Field Internship Students (SWRK 181, 182 and SWRK 280, 281, 282 & 283)
All internship related injuries must be immediately reported to your Field Instructor, Faculty Liaison and the
Field Coordinator, Andrea Carlin (278-3992). Completion of forms will be necessary in most cases and will
be explained under “Documentation”.
Medical facilities that must be used:
Initial Care:
Fresno State Health Center
Phone: 278-2734 Hours of Operation 8:00 – 5:00 Mon-Fri.
NOTE: Medical assistance limited to first aid treatment
Advanced Care:
Occupational Health Center at Saint Agnes
1189 East Herndon Suite 103 Fresno CA Phone 450-7777 Hours: 8:00 am to 5:00 pm Monday – Friday
NOTE: Current primary medical facility; requires referral from CSUF Worker’s Compensation office.
Emergency Care:
St. Agnes Medical Center
1303 E. Herndon Avenue, Fresno, CA Phone 450-3205 Hours: 24 hours daily
(If seriousness of injury requires, call 911)
NOTE: The above noted facilities MUST be used unless the Workers’ Compensation Office has a current
signed pre-designation form on file to allow the use of your own primary physician. A form is available on
our website listed below.
DOCUMENTATION
1. The Field Coordinator will immediately contact Tracey Garza at 278-2125 when the injury is
reported so the Student Intern, Notice of Claim form can be sent directly to the injured Student
Intern.
2. A Supervisor’s Report of Work Injury form must be completed for every injury and sent to the W/C
office within 24 hours from the date the injury is reported. (This form is located at
http://www.fresnostate.edu/ehsrms/ under workers’ compensation.) This form must be signed by
the Field Coordinator or Department Chair in the Department of Social Work Education at Fresno
State.
The completed forms are returned to the Workers’ Compensation Office. (Attn: Tracey Garza) at Mail Stop
LS140 and fax 278-6995.
QUESTIONS?
Contact Tracey Garza, Workers’ Compensation Specialist at 278-2125 or if after hours contact the University
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Police Department. If Tracey is not available call Lisa Kao, Environmental Health and Safety at 278-6910.
FOR MORE INFORMATION ABOUT WORKERS’ COMPENSATION BENEFITS
Contact Tracey Garza, or access http://www.fresnostate.edu/ehsrms/ and look under Workers’
Compensation.
H. Procedures for Incidents Involving Students (No Injury to Student)
Instructions for Field Internship Students (SWRK 181, 182 and SWRK 280, 281, 282 & 283)
All internship related incidents that are relevant to student’s practice liability must be immediately reported to
your Field Instructor, Faculty Liaison and the Field Coordinator. Depending on the nature of the incident,
student may be required to provide a written report to the Field Coordinator, who will apprise the University
as warranted.
I. Reassignment of a Student
During the first three weeks of internship, a change in placements is generally permitted when:
• Conditions change at the agency and an intern can no longer be hosted.
•
An unanticipated conflict of interest arises.
•
Circumstances beyond the student’s control prevent the student from meeting attendance or other
expectations of the agency.
•
Significant mismatch of student with agency and/or field instructor is identified by the field
instructor, student, and field liaison and there is consensus that a change is warranted for sound
educational reasons.
It is the practice of the Department of Social Work Education to avoid changing a student’s placement at any
time after the first three weeks into the semester. However, reassignment of a student from one field site to
another during an academic year may occur for educationally sound reasons. Students experiencing
performance problems solely as a result of skill deficits will not be reassigned to a different agency.
Reassignment is generally approved only when 1) issues involving the field instructor or the agency pose
obstacles to student learning, 2) when there is doubt as to the cause of problems, and 3) when an
appropriate agency is available to take a student mid-year. When there is doubt as to the cause of
problems, the field student may be given the benefit of the doubt and reassigned to another placement.
The decision to reassign will be a joint one between the faculty liaison, student, and Field Coordinator.
(Termination of an internship by the student without prior notification of the field instructor/agency, faculty
liaison, and Field Coordinator, and failure to adhere to due process procedures constitutes abandonment.
Student’s status in the social work program will be reviewed by program faculty; consequences may range
from No Credit in course, up to dismissal from the program.) The current field instructor and the agency
administrator will normally have been apprised of possible reassignment of the student prior to any
reassignment discussions or final decision. Reassignment to another agency requires that the faculty field
liaison or Field Coordinator discuss with the prospective field instructor the reasons for, or issues causing
the reassignment, including the sharing of any field evaluation the student has received. The current field
instructor will be asked to give an evaluation of the student’s performance to that point in time.
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Students who are reassigned prior to the end of the semester will receive an “I”, or “Incomplete” grade, for
that current semester. The “I” will be removed from the student’s record upon receipt of a satisfactory “post
reassignment evaluation” from the new field instructor and completion of any required internship hours and
assignments. “Post reassignment evaluations” are to be received from the department approximately two
months into the new placement. The specific time frame is to be negotiated between the faculty field liaison,
student, and new field instructor. Students who receive unsatisfactory “post reassignment evaluations” will
receive “NC”, or a No Credit grade, for the previous semester and will be asked to withdraw from both field
and practice and to repeat the previous semester. All such students will be referred to their advisor for
future academic planning and direction.
After plans for reassignment have been made, the student is expected to develop plans for termination of his
original field assignment with his current field instructor and report such plans to the faculty field liaison.
Any plans for termination of a field assignment should reflect the agreement reached by the student and the
field instructor in regard to:
1. The date on which the student will leave the agency
2. The timing and method to be used in terminating planned contacts with individuals and/or groups
3. The way in which the student will fulfill other termination responsibilities – e.g., completion of
summaries needed for case transfer or closing; completion of any necessary separation
procedures (signing forms, returning keys and/or identification cards, etc.). Failure to fulfill
termination responsibilities can result in the loss of credit for the internship work to date and an
Incomplete, up to, and including, a “No Credit” (N/C) for the semester.
J. Agency Rights and Responsibilities
1. Responsibilities
a. Provide sufficient social work practice experiences and observational/educational opportunities
for social work students to complete all of the assignments in the learning agreements in a
timely fashion.
b. Support the employee/field instructor with reduced caseloads or release time sufficient to be a
competent field instructor and perform the additional responsibilities of this assignment.
c. Honor the learning agreement developed between the field instructor and student.
d. Provide office space, clerical services, use of relevant case material, and other resources
deemed necessary to adequately carry out the agreed upon educational plan of the student.
e. Not decrease the number of regular staff when a student has been placed for field instruction.
f. Provide multi-stage learning experiences where and when feasible. Learning stages begin with
entry level BA experiences and progress to meet the particular needs of the individual student.
g. Notify the Field Liaison and Field Coordinator immediately when serious problems with a
student are indicated; and provide prompt written notification and justification for asking a
student to leave, or be removed from, the agency.
h. Notify the Field Liaison and Field Coordinator immediately of any injury to student while in field
or incident involving the student that may have implications for his/her liability.
2. Rights
a. Upon meeting and interviewing the student, agencies can refuse to accept him/her for an
internship for reasons pertaining to personality conflicts or educational inappropriateness. For
example, a student lacks sufficient skill and knowledge to undertake the beginning tasks of the
agency. (If issues are identified after the internship has begun and criteria are not met to
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immediately terminate the placement [see below], the student must be afforded due process
and the opportunity to correct behaviors of concern before he/she may be withdrawn from the
internship.)
b. Agencies can ask for the immediate removal of a student who is determined to be a danger to
the consumers of the services rendered; who is disruptive to the work environment;
demonstrates serious unprofessional conduct; or who breaches confidentiality.
c. Identification of a pattern of student conduct that is unprofessional (e.g, unexplained absences
and attendance issues, showing questionable ethical decision making, apathetic performance)
or shows an inability to perform in the field should first lead to consultation with the field liaison
and a corrective action plan. Under the corrective action plan, documentation of a continued
pattern of unsatisfactory student conduct constitutes grounds for dismissal of student from the
field site.
d. If an agency does not allow a student to return to the agency due to any of the above, the
student may be administratively dropped from the field sequence and possibly from the social
work program since such acts may result in the harm to clients and are generally indicative of
an inappropriate or untimely career choice on the part of the student.
K. Field Instructor Training
All new field instructors are required to participate in the new field instructor training (available online) that is
offered by the Department of Social Work Education. Ongoing training and workshops for field instructors
are provided annually to enhance the field instruction process for students and field instructors.
L. Field Education Time Requirements
SWRK 181 and 182, Field Instruction A and B, require the student to be in the field 15 hours per week on a
regular basis throughout the fall and spring semesters. It is the department’s position that optimal social work
education requires a balance between classroom learning and field learning. Ideally, the requirements of
field instruction should not detract from the student’s ability to participate in classroom activities, nor should
coursework place excessive demands on the student which make it difficult for them to function in the field
agency. In order to maintain this balance, field instruction will not exceed 15 hours per week, except in
unusual circumstances for which prior written approval from the Field Coordinator has been obtained.
In fulfilling these requirements the student has responsibility for:
1. Reporting for field placement on the days assigned throughout the academic year and until the last
day of field in each semester. Students may not leave field early simply because they have
completed 225 hours for the semester; this is a minimum number of hours expected of students. It
is common for students to complete more than this minimum number of hours.
2. Observing only those holidays designated by the university and agency unless other prior
arrangements have been made.
3. The student is expected to:
a. Discuss with his/her field instructor, in advance, any planned absence from the agency
(including withdrawal from school).
b. Participate in making any arrangements necessary to avoid inconvenience of others (e.g.,
cancellation of appointments with clients, agency staff etc.).
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4. Arrange with his/her field instructor to make up any field education time lost because of chronic
illness or family crisis, such as a death or serious illness.
The student is responsible for reporting illness or other unplanned absences to his/her field
instructor, either directly or indirectly, as soon as possible on the first day of his/her absence. In
the event of prolonged illness, the student is responsible for notifying the faculty liaison and Field
Coordinator and developing a written plan for completing field. The student may find it necessary to
spend compensatory time in field placement after the semester has ended. A plan for completing
internship must be submitted in writing and requires the Field Coordinator’s advanced written
approval. When the internship extends beyond the end of the semester, an “Incomplete” grade will
be given with the understanding that a credit grade will be substituted as soon as the field
instructor reports that all requirements have been met. Compensatory time may not be acquired
during the time that the student has scheduled classes.
5. Secure advanced authorization to substitute another learning experience for some field education
days. Students are encouraged to attend certain professional conferences and other meetings of
educational value, and are not required to make up the time lost from the field when agency and
department approval of such attendance is given. Students wishing to spend a field day in this
manner are, therefore, asked to discuss this plan with their faculty liaison and obtain agreement
from their field instructor. No more than 10% of field hours may be earned in such activities. Please
note that ongoing educational seminars related to programs such as Title IV-E do not count for field
placement hours.
6. Adhering to the hours established for employees of the agency (usually 8:00 a.m. to 5:00 p.m. with
an hour for lunch, but some agencies have adjusted their 8 hour day in varying ways and a few
private agencies have shorter time requirements.)
In some residential facilities and voluntary agencies, staff schedules are adjusted to insure the
availability of one or more social workers on Saturdays or during designated evening hours. When
this is true, the schedule of a student may be modified in a similar manner upon receipt of approval
by the faculty liaison and appropriate field instructor. Regardless of the hours established, students
are expected to arrive promptly at the designated hour, to use their time productively throughout
their field days, and accurately record their attendance.
7. Developing and adhering to an appropriate time schedule. As a part of his/her professional
education, a student is expected to learn to manage time in a mature and disciplined manner. This
means keeping appointments promptly within the agency as well as outside (e.g. client scheduled
conferences, group sessions, staff meetings, etc.).
As he/she begins to understand the nature of his/her assignments, the student will also be expected
to develop and adhere to a schedule that enables him/her to have the number of interviews,
conferences and group sessions needed; prepare adequately for them; and keep his/her records
and routine tasks current.
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M. Factors Affecting Student Participation in Field Internship
Students who experience personal, academic, psychological, medical or other conditions that impact their
ability to participate in the field internship as described in this manual are responsible for immediately
informing the Field Coordinator. The Field Coordinator will assist the student in determining the appropriate
course of action in relation to the field placement and in accordance with university and department policy.
Students who do not adhere to this policy may be administratively dropped from the field sequence and
possibly from the social work program, because of unprofessional conduct and possible harm to clients.
N. Semester Breaks
Undergraduate students are not permitted to be in field placement during summer or winter breaks.
Exceptions may be made when the student must work on an Incomplete under a documented plan that has
been approved by the Field Coordinator.
O. Academic Standing
All undergraduate students are required to maintain a minimum grade point average of “C” or 2.0 (See
CSUF General Catalog). Any undergraduate student whose GPA drops below a 2.0 will not be permitted to
enroll in field placement (SWRK 182/182) or the concurrent practice classes (SWRK 180 and 183) until an
academic plan has been developed and approved by the Department. Students who do not maintain a 2.0
GPA will be notified of their academic standing (formal or informal academic probation) and will be referred
to their faculty advisor for academic planning.
P. Policy Against Harassment
It is the policy of the California State University that each campus and the Office of the Chancellor maintain
a working and learning environment free from racial, ethnic and sexual harassment for its students,
employees, and those who apply for student or employee status.
This policy applies to students in field practicum. Any incident should be reported to the faculty liaison. The
Field Coordinator and the faculty liaison will immediately and confidentially report the incident to the Chair of
the Department of Social Work Education. Official complaints will be assessed once an appropriate referral
is made to the Dean of the College of Health and Human Services and California State University, Fresno
Office of Affirmative Action.
Q. Academic Adjustment for Students with Disabilities
California State University, Fresno is strongly committed to maintaining an environment that guarantees
disabled students full access to its educational programs, activities and facilities. All faculty and staff are
required to provide “reasonable accommodation” to ensure full access for students with disabilities. This
policy applies to the requirements and practices in the field placement. As in all classes, students will be
expected to completely fulfill all requirements. Students who are certified as disabled through CSUF Office
of Services to Students with Disabilities are responsible for registering SWRK 181 or SWRK 182 as a class
with the Office of Services to Students with Disabilities.
Students are also responsible for informing the faculty liaison and field instructor of their disability and
request for reasonable accommodation. The full text of the university policy on academic adjustments for
students with disabilities is located in Section 8.
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R. Transportation and Incidental Costs and Requirements
Transportation:
Students are expected to take responsibility for arranging transportation to their field placement and for
meeting any costs involved. Most field sites in current use are within a 90 mile radius. Unless prevented
by law or agency policy, it is expected that the agency will assume the expenses for all delegated activities
that include travel. The Department of Social Work Education does not reimburse students for field travel
expenses. Travel time to and from the placement agency does not count toward field hours. The
Department does not expect students to use personal vehicles to transport clients of the agency; students
who consider transporting agency clients in their private vehicles are advised to check agency policies
pertaining to this practice as well as to ascertain the extent of their own automobile liability insurance.
Incidental Costs and Requirements:
Some agencies require students to attend orientation trainings and obtain background checks and health
screenings prior to beginning the internship. Costs for health screenings and background checks MAY be
covered by the agency; where this is not the case, the student is responsible for the costs of these
screenings if he/she wishes to accept an internship in the agency. Students are expected to complete any
required trainings or screenings prior to the first day of classes. If a student is delayed in beginning his/her
field internship for more than 3 weeks because he/she failed to attend to these requirements, he/she will be
administratively withdrawn from field and the concurrent practice course and will not be replaced for the
academic year.
S. Student Access to Educational Records
California State University, Fresno has implemented specific policies and procedures to administer the
Family Educational Rights and Privacy Act (FERPA) and Sections 67100-67147.5 of the California
Education Code. These policies and procedures are described in the University General Catalog under
Policies and Regulations and are further explicated in the Academic Policy Manual under Student Records
Administration Policy. The Department of Social Work Education, in keeping with university policy, has
established the following procedures for student access to educational records (APM 405-3).
1. A student’s right of access, review and/or inspection of his/her records requires that a written
request be made to the Department of Social Work Education. All requests should be addressed
to the Chair.
2. Review of the records will be authorized as soon as is practical, but in any instance no later than
fifteen (15) working days following receipt of the written request.
3. Arrangements for the place, date and time for review will be made by the student and the
responsible official.
4. The right of students to have access to inspect and review their student records does not include
the right to a copy of such records unless at least one of the following conditions exists:
• Failure to provide a copy would effectively prevent a student from exercising the right to inspect
and review the student record (i.e. student lives out of state). A copy of the record should be
provided to such persons upon written request.
• When a student provides: a) written consent to disclose personally identifiable information to
another college or university; and b) payment of all fees and charges due the campus.
Students in the Department of Social Work Education who want to access their educational records (i.e.
admissions, academic, and/or field placement files) are expected to follow the policies and procedures
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outlined above. Undergraduate academic and field placement files are destroyed 1 year after completion of
the social work program and field internship, respectively.
T. Student Stipends
On rare occasions, field placement agencies and/or grant resources provide for stipends to be paid to
students who complete their internship in specific agencies or areas of practice. It is the policy of the
Department of Social Work Education that no student enrolled in field placement receive more than one
field placement related stipend. This policy does not apply to general forms of financial aid such as loans
and scholarships. Any questions regarding field placement stipends should be directed to the Field
Coordinator or Department Chair.
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SECTION 5. Student Roles, Rights, Responsibilities and Due Process
Procedures
Students
Social work students are seen as adult learners. They are capable of being and are expected by the school
to be active participants in the field instruction process. The student is involved in all phases of the field
internship from selection to evaluation. The following responsibilities, rights and due process procedures
apply to all students.
A. Student Rights
1.
2.
3.
4.
5.
Have performance expectations made clear.
Be treated with dignity, decency and professional respect.
Experience appropriate field instruction.
Be actively involved in social work tasks in the field setting.
Have the opportunity to examine interrelationships between theoretical knowledge and actual
social work practice.
6. Actively participate in the student’s own formal evaluation process, and receive on-going
evaluation feedback.
7. Be advised of skill and knowledge deficits as they come to the attention of the field instructor;
and be given a reasonable amount of time within the current semester to improve upon the
identified deficits.
B. Responsibilities of the Student
1. Adhere to the course syllabus and complete the course requirements.
2. Participate responsibly in all field placement processes and abide by all policies in accordance
with the timelines and procedures of the department and the NASW Code of Ethics.
Undergraduate students must maintain a 2.0 GPA in order to participate in SWRK 181/182.
3. Adhere to the agency policies and procedures and personnel practices.
4. Promptly report any absence from field placement to the field instructor or agency supervisor
and make up missed placement hours promptly and in a manner agreed upon by the field
instructor and faculty liaison. Absence for more than one week, must be reported to the Field
Coordinator immediately (see section 4, part L & M).
5. Be sensitive to commitment to clients regardless of school variations in calendar. There are
occasions when there are no classes at the university but the agency is open. Students are
expected to attend field placement on scheduled days unless the agency is closed or the
university offices are closed. See the field calendar for specific dates.
6. Take a responsible role in the supervisory relationship.
7. Complete a learning agreement with the field instructor of record and submit it to your faculty
liaison in accordance with the timelines of the department.
8. Be professionally accountable to agency for assignments. Assume responsibility for
maintaining personal and professional boundaries.
9. Accept and engage in a learner/student role with the field instructor.
10. Apply theoretical learning to practice assignments.
11. Achieve field objectives as contracted with the instructor.
12. Provide and receive feedback in relation to agency, field instructor and faculty liaison in regard
to placement, assignment and instructor.
13. Be responsible for written records as required by the agency and Department of Social Work
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14.
15.
16.
17.
18.
Education.
Read the NASW Code of Ethics and act in accordance with standard professional conduct for
social workers.
Participate in evaluation of own performance.
Provide input for evaluation of agency as a field practicum and of field instructor.
Provide input to the Department of Social Work Education for evaluation of practicum
experience.
Make known to the Field Coordinator and Department Chair in writing any personal issues or
situations which would, if the student were placed in a particular agency or with a specific
population group, pose a conflict of interest or be in violation of laws governing the delivery of
human services.
C. Student Recourse
It is understood that problems will arise in the practicum between students and field instructors or other
agency personnel. It is, however, expected that any and all problems will be addressed explicitly,
proactively, professionally, and in a timely manner. The following step by step process must be used
when both minor and major problems arise in the field, regardless of parties involved. This is an
administrative procedure that must be followed in order for students to be afforded due process. It must
be noted that students who do not adhere to the specific responsibilities noted above or who do not
follow the procedures identified below may be dismissed from the social work program.
Problem Solving Procedures:
1. Student and field instructor discuss the problem constructively and in an issue oriented fashion
in an effort to achieve mutually agreeable resolution. If the problem is not resolved to the student’s
and/or field instructor’s satisfaction, the student should proceed to the next step.
Note: In rare circumstances, it may not be appropriate for problem resolution to begin between the
student and field instructor, i.e. student is being sexually harassed by the field instructor. In
such circumstances, the student will begin Step 2 of the Problem Solving Process.
2. Student immediately advises the faculty liaison of the problem. The faculty liaison will facilitate
problem resolution in a manner deemed appropriate by the faculty member. If the solution is not
amenable to the student, she/he should proceed to step number 3.
3. If the problem is not satisfactorily resolved, the student must request a meeting between
her/himself, the field instructor, and faculty liaison. This request shall be in writing to the faculty
liaison with a copy to the Field Coordinator. A three- way meeting between the student, field
instructor, and faculty liaison will ensue in order to discuss and attempt to resolve the problem.
4. If the problem is still not resolved to the student’s satisfaction, the student may request a
meeting with the Field Coordinator. The Field Coordinator will attempt to facilitate problem
resolution-- inclusive of calling a meeting between the student, field instructor, faculty liaison,
agency director, and Field Review and Certification Committee if appropriate to discuss and
resolve the problem. This step of the process will render a decision and problem solution.
5. The decision/solution achieved in step 4 may be appealed by the student. An appeal must be in
writing and addressed to the Field Coordinator (c/o field secretary) with copies to the Chair of the
Department. The chair of the department will render a final decision.
6. Students wishing to appeal decisions rendered in step 5 may do so through the University grievance
procedure.
All Students Note:
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1. If a field instructor is dissatisfied with a student’s performance, s/he will immediately bring this to the
student’s attention during supervision.
2. If the student’s performance does not improve with verbal feedback and/or the performance
concerns are of a serious nature, the student will receive prompt written notification. A copy
of this notification will be sent to the faculty liaison and Field Coordinator.
3. Written notification of poor performance must include a Corrective Action Plan (See Section 7) that
outlines performance expectations and a timeline for improvement so that the student might meet
learning agreement expectations prior to the end of a semester. The Corrective Action Plan
template is located in Section 9.
4. The faculty liaison will immediately call a three-way meeting to discuss the performance concerns
and facilitate agreement on, and assure understanding of the behavioral and measurable
performance objectives.
5. If the student does not adequately improve his/her performance within a reasonable and specified
period of time, the field instructor will give the student a marginal or unsatisfactory evaluation.
6. All students are responsible for conducting themselves in a professionally appropriate and ethical
manner at all times during the field internship. You are responsible for knowing the field placement
agency rights described in Section 5 of this manual, including the grounds for dismissal of a
student from the field placement agency and possibly the social work program.
D. Dismissal
There are two types of dismissal from the social work program and the university: academic and
nonacademic.
Academic dismissal occurs as a result of failing to meet the minimum scholarship standards of an academic
course and/or an academic program of study. (Minimum standards for SWRK 181/182 include the
development of an approved learning agreement by the end of the 4th week of field instruction each
semester and satisfactory evaluations at midterm and end of each semester. The minimum standard of
performance on final evaluations is satisfactory or higher rating (3=average, 2= above average, or
1=excellent) on more than 70% of learning tasks on the approved learning agreement.) University
policy on academic disqualification is outlined in the CSU Fresno General Catalog.
Because the field internship, SWRK 181/182, is a requirement of all students in the social work major,
dismissal from the program (major) can occur if the student is:
1. Refused an internship after the usual placement process and at least 1 additional attempt to
place the student in an appropriate internship has ended in refusal to accept the student for
an internship.
2. Dismissed from an internship as a consequence of a negative outcome on a corrective action plan.
3. Dismissed from an internship for cause that warrants immediate dismissal.
4. Dismissed from an internship for cause and is either refused further internships by suitable
agencies or is unsuccessful in completing the internship in another agency that has accepted
the student for the internship. (To make their decision, the proposed agency is given information
about the dismissal from the prior internship and interviews the student.)
5. Found to have terminated his/her internship without following the processes outlined in this manual
for making such changes. Program faculty will evaluate such cases, recommending actions ranging
from replacement to dismissal from the program.
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There is no guarantee that a suitable internship will be identified, available, and accept the student, or
that all students will demonstrate readiness to participate in field internship, SWRK 181/182. Students
who are unable to satisfactorily complete the field internship, SWRK 181/182, will meet with their academic
advisor to identify alternatives.
Nonacademic dismissal is defined as a disciplinary matter and falls within the administrative jurisdiction of
the university. Behaviors in the classroom or field placement that violate the NASW Code of Ethics and/or
university policies on conduct and are not subsumed under “academic reasons” may lead to dismissal from
the program. Examples of such behaviors include unwillingness to engage in learning assignments or
problem solving in field, disruptive behavior, harassment, cheating and plagiarism.
Nonacademic dismissal may also result when a student’s personal circumstances and behaviors interfere
with acceptable professional standards of practice and conduct. If, after review by department faculty, it
is determined that the student does not demonstrate readiness for social work practice as required in the
field internship, SWRK 181/182, the student will be advised regarding his or her inability to complete the
social work program. The student will not be reinstated until he/she presents evidence of having adequately
addressed the identified concerns and can show that he/she can meet professional standards of practice
and conduct.
California law, under Title V, grants the Department the discretion to determine “if the student satisfies such
additional professional, personal, scholastic, and other standards” at admission, and if he/she maintains
“fitness for the program.” Failure to maintain appropriate “fit” with departmental standards can result in
nonacademic dismissal
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SECTION 6. THE LEARNING AGREEMENT AND FIELD
ASSIGNMENTS
A. Introduction
The learning agreement is a written understanding among the student, the field instructor, the faculty liaison,
and the Field Coordinator about the nature and content of the student’s field experience. The written
agreement provides a focus for mutual planning in the development of learning experiences and serves
as a reference point for ongoing evaluation of learning progress. The learning agreement can also serve
as the basis for resolving any disagreements that may arise concerning the field placement
experiences.
The learning agreement will serve as a “road map” for the field placement experience. It can be used in
weekly supervision with the field instructor and during faculty liaison visits to monitor progress and to insure
that all required learning areas are being addressed. Because the agreement is a critical component of
the field placement, it is important that students take responsibility early in the internship to discuss it with
their field instructor and faculty liaison.
B. Requirements
Field Instruction A and B, SWRK 181 and 182, are one part of the required curriculum in the undergraduate
social work program. Students enroll in SWRK 181 for the first semester and are concurrently enrolled in
SWRK 180 (Macro Practice). Students enroll in SWRK 182 for the second semester and are
concurrently enrolled in SWRK 183 (Micro Practice). The concurrent field placement model is designed
to facilitate the application and integration of classroom content to direct practice.
The learning agreement reflects the depth and breadth of educational experiences required for each
semester (SWRK 181 & 182). These experiences are organized into four areas: Professional Identity;
Professional Values and Ethics; Generalist Social Work Practice; and, Evaluation of Practice. Specific
assignments are listed for each semester, SWRK 181 and 182, and are to be completed by all
undergraduate social work students. The assignments that are derived from the concurrent practice
classes, SWRK 180 and SWRK 183, are included in this section to facilitate the integration of class and
field. A minimum of one additional field assignment for each area of the learning agreement is required
and should reflect student, agency and/or program (i.e. Title IV- E) needs or requirements.
The typed learning agreement is due at the end of the fourth week of field instruction each semester.
Check the current field calendar for this academic year for the specific dates. Students will cease to earn
credit for internship hours when learning agreements are overdue by more than 2 weeks. BA students are
required to complete the first semester learning agreement, SWRK 181, and the second semester learning
agreement, SWRK 182, using the format in parts C and E of this section of the manual. Both learning
agreements include the following components:
1. Semester – Include the year in which you are enrolled in SWRK 181 or SWRK 182.
2. Student Information – Include all of the information indicated on the learning agreement template.
The field placement schedule list should be in accordance with the Department of Social Work
Education. Assignment of 15 hours per week, minimum of 5 hours per day.
3. Agency Information – Include all of the agency related information on the learning agreement
template. Include the name of the non-social work agency supervisor only if you are placed in a
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4.
5.
6.
7.
8.
setting under the direct supervision of a non-social worker.
Signatures – Once the student and field instructor have signed the learning agreement, it will be
available to the faculty liaison for review and approval. Once the faculty liaison signs, the learning
agreement will be reviewed by the Field Coordinator.
Field Supervision – Record the specific information about your MSW field supervisor as indicated on
the template. Include the name(s) of agency staff who are available for backup/emergency
supervision in the absence of your assigned field instructor. Clearly indicate who is responsible for
the preparation of an agenda for weekly supervision.
Agency Overview – Write a brief, narrative description of the field placement agency’s
organizational structure and the services that are available to clients/consumers.
Learning Assignments – Required learning assignments are listed in four areas: professional
identity; professional values and ethics; generalist social work practice; and evaluation of practice.
The assignments listed are required of all BA students and are expected to be satisfactorily
completed by the end of the semester. At least one (1) additional learning assignment in each area
must also be included in the learning agreement to meet student, agency and/or program needs
and requirements. Those assignments that are derived from SWRK 180 or 183 are included in
Part D or Part F of this section of the manual.
What the Agency Agrees to provide – Include additional items under “Other” and be certain that the
field instructor initials each item.
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C. Fall Semester – 181 Learning Agreement
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D. Spring Semester – 182 Learning Agreement
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E. Concurrent 1 8 1 Practice Assignments
SWRK 181 Field Assignment
1. Agency Assessment [EPAS 2.1.10 (b), PB 1]
Students enrolled in SWRK 181, Field Instruction A, are required to complete an analysis of the field
placement agency in conjunction with the requirements for their concurrent macro practice course, SWRK
180. While there may be variation among sections of SWRK 180 regarding the course assignment, the
field placement component of the agency analysis should include the minimum areas listed below. Refer to
your current SWRK 180 syllabus and course materials for additional information. Share your assessment
of the agency with your field instructor/agency supervisor.
Areas to Include in Agency Assessment:
The agency mission and goals.
A description of the organizational structure of the agency.
A description of the community context of the agency.
Information on specific populations-at-risk whose needs the agency addresses.
A description of agency services.
Consideration of this agency and its services in terms of social justice, social work values and human rights.
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SWRK 181
Field Assignment
2. Meeting Analysis [EPAS 2.1.10 (b), PB 1]
Students enrolled in SWRK 181, Field Instruction A, will attend a formal meeting related to his/her field
placement agency. This meeting should consist of community members, or an organization or political
body such as the Board of Supervisors or City Council. The purpose of this assignment is to understand
how formal meetings function as venues of decision-making. Use the observations from the questions
below to write a paper for SWRK180 and share the paper with your field instructor/agency supervisor.
As you observe this formal, decision-making meeting, focus your observations according to the following
questions:
What is the agenda?
What are the main issues being presented?
How does the decision-making process function formally at this meeting?
How do you see power at work in the meeting?
Does the meeting address the needs of populations-at-risk? Consider how or how not?
What happens during the meeting?
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SWRK 181
Field Assignment
3. Gathering Data for a Grant Proposal
Students enrolled in SWRK 180 will be required to prepare a 5-7 page grant proposal. This grant proposal
will focus on developing a program or action within the community. It is recommended that the proposal is
completed in conjunction with the field placement setting. The following areas need to be researched at the
field placement agency in order to develop the written grant proposal assignment for SWRK 180:
Overview: The project in a nutshell (aim, goals, means, practices, projected outcomes)
A list of potential funding sources: A detailed description of 3-4 funding sources to which the proposal will
be submitted.
Needs Statement: The needs statement must include the problem or needs to be addressed, the target
population, the cause of the problem or need, the cost of the problem, the current barriers to solving the
problem, and the reasons why the proposal will work.
Project Description: The description must include the goals and objectives of the project and specific
activities of the project including some type of time table (Gantt Chart).
Evaluation Section: The proposal must include an evaluation section discussing how the project will be
evaluated.
Budget: A budget breaking down personnel costs and operational costs. The budget must include a budget
narrative explaining the rationale for both personnel and operational costs.
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SWRK 181
Field Assignment
4. Community Assets Map
Community assets mapping is the process of identifying resources (human, financial, material, social)
among at-risk populations in communities. It focuses on assets, rather than solely on deficits, in an at-risk
population community. Refer to course material from SWRK 180 for additional information.
The field internship portion of this assignment requires the intern to gather information about a community
served by the placement agency. The required areas of information include:
1. A description of the community in terms of place, population, demographics, and other basic
identifying information.
2. Information about the community’s history: when was it founded, what has been the main
occupation of people, the culture, what constitutes the risk?
3. Identification and classification of the assets of the community (e.g. churches, banks, grocery
stores, community groups, etc.
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F. Concurrent 1 8 2 Practice Assignments
SWRK 182
Field Assignment
1. Assessment of an Individual Client/Consumer
[EPAS 2.1.7, PB 1; EPAS 2.1.10 (b), PB 2]
Conduct an assessment of an individual client/consumer from your field placement agency using content
learned in SWRK 183. The assessment may be completed using the sample assessment form in the BA
Field Manual (See DSWE website) or the agency form if one is available. The assessment should include
the following content areas:
Identifying Information: Basic identifying information such as the name of the client/consumer (fictitious to
maintain confidentiality), age, ethnicity, marital status, occupation, etc.
Reason for Referral: A brief description of the problem(s)/need(s) that brought the consumer/client to the
agency in which you are placed (this should include the individual/agency who referred the client/consumer
to your agency)
History of Presenting Problem(s)/Need(s): A brief history of the presenting problem(s)/need(s). If you have
permission, gather information from other relevant sources such as family, school, etc. Be sure to include
specific information about the onset, frequency, duration and severity of the presenting concern(s).
Current Functioning: A description of the client's strengths and functioning in major domains such as school,
occupation, social, emotional and health. Include cultural aspects of the client that may be pertinent such as
religion/spirituality, disability, sexual orientation etc.
Family and Support System: A description of the client's family and support systems (this should include
extended family, relevant cultural information and other support systems such as human services/ legal
system, etc.)
Community Context: A description of the home, neighborhood and community context.
Goal(s): List the goals for service mutually identified with the client/consumer and specifically linked to the
presenting needs/concerns.
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SWRK 182
Field Assignment
2. Culturally Relevant Intervention/Action Plan [EPAS 2.1.10 (c), PB 2]
Develop a culturally relevant intervention/action plan with an identified client/consumer to address the needs
identified in an assessment that you completed in your field placement agency. The plan should include
content learned in SWRK 183 and should be developed mutually with the client/consumer. The plan may
be completed using the sample in the BA Field Manual (see DSWE website) or using an existing form at
your placement agency if one is available. The plan should include the following components:
1. A list of identified needs to be addressed.
2. A minimum of three specific and measurable goals for the client/consumer that were developed
mutually. The goals must be specifically linked to the assessment information: identified concerns,
history, etc.
3. An outline of who will be involved in the plan; the specific roles and tasks that each person involved
in the plan will be expected to complete; where the tasks will be completed; the length of time it will
take to complete the tasks.
4. An evaluation plan that specifies the method by which goal attainment will be evaluated.
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SWRK 182
Field Assignment
3. Three Generational Genogram
Meet with an individual client/consumer of your field placement agency and develop a three generational
genogram as part of the assessment process. You may refer to information from SWRK 160 and SWRK
183. Be sure to include the following components:
1. Include grandparents, parents, siblings and the client/consumer. If the client/consumer has children
or grandchildren, include them as part of the three generations.
2. Carefully draw the genogram on a separate piece of paper, using information from SWRK160 and
SWRK 183 and available resources such as: http://www.genopro.com/family-tree-software/
3. Carefully print all relevant information regarding the following: names and birth dates of family
members, and dates and descriptions of significant events.
4. The genogram should include relationships and family life cycle events such as births, adoptions,
deaths, marriages, intimate relationships, and separations/divorces.
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SWRK 182
Field Assignment
4. Eco Map [EPAS 2.1.3, PB 1]
Meet with an individual client/consumer of your field placement agency and develop an Eco Map as part of
the assessment process. You may want to refer to information from SWRK 160, SWRK 183, and other
available resources such as: http://www.ohiocla.com/Year%205%20Revisions/ecomap1.htm
The Eco Map should include the following components:
Identify and characterize the significant social systems and influences in the life of the client/consumer.
Include the following domains:
1. Neighborhood – The physical area in which the home exists (not a house or apartment, but the
area in which the house or apartment exists).
2. Community Services – Includes Medical, Mental Health, Substance Abuse, Domestic Violence,
Child Welfare, Legal, Court, etc.
3. Social Groups – Church, Civic, YMCA/YWCA, Faith/Culture, etc.
4. Education
5. Significant Personal Relationships (can include friends, family, etc )
6. Employment
Indicate the direction of energy or resource flow between the client/consumer and other people and
systems.
Depict the information gathered using an Eco Map format such as the one on the following page:
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SWRK 182
Field Assignment
5. Process Recording Format
The following format and example of process recording is taken from Wilson (1981).*
Supervisor’s Comments
Dialogue
Student’s Gut Level
In this column, the supervisor enters his comments opposite the
material recorded in t dialogue” column. He may point out
technique used by the student, comment on the meaning of a
client’s response, raise questions for the student to think about,
suggest alternate responses or techniques, and so forth.
This is where the student records the content of
what took place in the interview, using style
described on p 118-119.
The recorder puts down any feelings he was aware of
as the dialogue was taking place. For example, “I felt
anxious.”
EXAMPLE:
I’m sure your being more comfortable affected interview
positively.
Mrs. B: I got a letter from my husband on Monday
and he said to go ahead and file for divorce.
I felt a little more confident that last time.
I wonder why the sudden change?
W (Worker): So you are filing for divorce?
I’ll believe it when I see it!
Mrs. B.: Yeah – I’m going to go ahead and do it.
I was surprised – Mrs. B. was very willing to talk this
time!
I’m feeling more at ease.
W: Are you planning on filing soon, or are you going
to wait a while?
I wonder what other feelings she has about what’s happened?
Mrs. B: Pretty soon, I hope I may as well get a
divorce since he’s going to be in jail for 15 years.
What are the four kids doing while you all are talking?
Sister: I think she out to go ahead and get one.
W: Where is your husband now? Mrs. B.: In Puerto
Rico.
W: What jail is he going to? Mrs. B: I don’t know.
Your bias is showing (for her to get the divorce!)
W: Would transportation to Legal Aid be a problem
– if so, I’ll be glad to take you.
She should know if she’s filed before.
Mrs. B: How much would the divorce cost me?
W: I’m not real sure-probably nothing or maybe just
a small amount. I’ll check on it for you
Mrs. B.: OK. I’ve filed for divorce once before.
I wonder if she filed thru Legal Aid?
W. When did you file? Mrs. B: Back in 1973.
I feel like I’m getting somewhere-not far, but
somewhere.
Note: Names and identifying details in all recording examples have been altered to preserve confidentiality.
*Wilson, S. (1981). Field instruction. New York: The Free Press, pp. 119-20.
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SWRK 182
6. Approaches to Evaluation of Practice
Evaluation is an important component of professional social work practice. In order to deliver effective
services, one needs to gather information, assess whether or not the social work interventions provided
have helped to address the identified goals, and then make necessary changes based on this evaluation.
There are a variety of approaches to evaluation of practice. Two specific strategies are presented here.
Regardless of the method, it is important to remember to conduct evaluation of practice in a collaborative
manner with clients/consumers so that they are mutually involved in the process.
Goal Attainment Scaling
This approach to evaluation of one’s own practice is very specific to the individual (or system) with whom
you are working. The procedure is to identify a goal and then create a “scale” with anchors that the
practitioner and client/consumer use to reflect how the client/consumer is doing and/or how close he/she is
to attaining the goal on a regular basis over a period of time.
For example, a client has a problem with feeling anxious in situation X. The goal is to be anxiety-free. During
weekly visits, the client rates on a scale of 1-10 how he/she felt during the week when faced with situation
X. A scale may be as follows:
10. Extreme anxiety, sweaty palms, heart racing, thoughts racing, immobilized; just thinking about situation
X leads to symptoms, client avoids situation X
9. Thinking about situation X DOES NOT lead to symptoms, as situation X nears extreme anxiety builds:
sweaty palms, heart racing, thoughts racing, immobilized; client would like to avoid situation X
8. High anxiety, begins experience, quits early (this may be part of intervention plan)
7. High anxiety, has to stop before halfway point
6. High anxiety makes it to halfway point
5. Moderate symptoms ongoing in situation X, has to stop experience half way through
4. Moderate symptoms ongoing in situation X, fear that I can’t complete, but does complete
3. Symptoms ongoing in situation X but can ignore them and complete experience
2. Intermittent feelings (heart beating faster, some sweating) while in situation X
1. No anxiety symptoms throughout experience of situation X
Another example could be with an agency where the goal of intervention is to fundraise. Here one can set
the fundraising goal and use a “thermometer” at regular intervals to mark progress of the effort.
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Single System Design
This approach to evaluating progress for a single client system requires that the social worker, in
collaboration with the client/consumer, identify a target for change and a way to measure that change over
the course of the intervention. Then one determines a suitable interval for taking measures and tracks that
change over time. The pattern of change gives one an idea of how the client/system is doing regarding the
target and, potentially, if the intervention worked. Targets must be observable by others or client/self,
measurable and occur frequently enough to offer a picture of change over time.
Example #1: A client/consumer is seeing a social worker for depression. A common depression scale is
used to measure level of depression. A baseline is obtained from intake measure and in first session with
the social worker. Thereafter, the client/consumer completes the measure on a weekly basis while
intervention is ongoing. The results are plotted on a chart and discussed as part of client’s progress.
Example #2: Client is a child who has frequent tantrums (e.g., 10/week). Measure is based on number of
tantrums observed; note that what constitutes a tantrum has to be defined by social worker, parents and
teacher. Baseline of tantrums determined from teacher/parents. Intervention applied and parents/teacher
keeps track of tantrums. Charted on a weekly basis for change.
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SECTION 7. EVALUATIONS
A. Introduction
Evaluation is an integral component of the learning process that is expected to occur on an on-going basis
throughout the internship. Evaluation of student performance is formalized in a written evaluation two times
each semester.
The department utilizes a reciprocal student/agency/department evaluation and feedback system. We
require evaluations of students by their field instructors, of agencies/field instructors by the students and
faculty field liaison, and request evaluations of the faculty liaison by both students and field instructors. The
latter are elicited using a variety of methods – convocations, written assessment, committees, etc. A midterm and final evaluation of student performance in field are required each semester of internship.
B. Evaluation of Student Performance
Mid-semester and end of semester evaluation of student performance and learning represent a significant
part of field instructed practice. It is important that the field instructor distinguish between what a student
knows and what a student can do. Furthermore, it is vital to communicate student achievement in a manner
that shows both the strengths of a student and what a student needs to work on in the subsequent semester
or following graduation. It is, of course, of utmost importance, that the field instructor remember that she/he
is assisting the department in carrying out its function.
Agency field instructors evaluate the student’s performance in field instructed practice using the evaluation
forms in Section 9 of this manual. Both the mid-semester and final semester evaluation forms include all of
the required assignments from the learning agreement. Thus, students are expected to complete all
required assignments each semester as outlined in the learning agreement. Evaluations will be based on
student performance in the completion of these assignments.
In the event of a serious performance problem, problem solving procedures must be used as
outlined in Section 4 and Section 5. Written documentation is required, including a Corrective
Action Plan, and should reflect situations where concern exists in relation to a student’s
performance. Concern here means “in jeopardy of receiving an unsatisfactory evaluation.” Should this
situation arise, ongoing monitoring will occur through daily and weekly supervision meetings, and phone
contact as necessary between faculty field liaison and the student and/or the field instructor
C. Agency Evaluation
Another aspect of the reciprocal student/agency/school evaluation and feedback system is the field
instructor/agency evaluation. Both the field instructor and agency will be evaluated each year by the student
and, where necessary, the faculty liaison. Compiled results of evaluations of an agency may be shared
with the faculty field instructor and the agency after student grades have been filed and in a manner which
ensures student anonymity.
The Field Coordinator will use the evaluation data to assess the appropriateness of continued use of the
setting. In the case of significant concerns, problem-solving will be used to bring the setting into required
standards. If this is not successful, the Department of Social Work Education will decline to use the agency
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or field instructor in question.
D. Evaluation of Field
The final aspect of the reciprocal evaluation and feedback process is the field instructor evaluations of the
department practicum program and the performance of the faculty liaison and Field Coordinator. Evaluation
information is gathered through site visits, trainings, and ongoing communication with students,
field instructors and agency administrators. Employer and alumni surveys are also conducted
regularly as part of ongoing program assessment.
E. Corrective Action Plan
If a student demonstrates significant performance issues in any aspect of field instructed practice, a
corrective action plan will need to be developed. The purpose of the plan is to provide clear documentation
of performance expectations and a specific timeframe for improvement. With the exception of acts of
gross misconduct delineated in Section 4 (Part J.2.B), this documentation is required to afford
students their right to due process.
A corrective action plan can be initiated by the student, the field instructor, and/or the faculty liaison in the
event of significant performance issues in field placement. Any rating of NI, Needs Improvement, on the
mid-semester evaluation, requires a corrective action plan. Performance below satisfactory in 30% or more
of the areas outlined in the learning agreement is criteria for a ‘No Credit’ (NC) grade for the semester.
The faculty liaison is responsible for developing the corrective action plan in consultation with the student,
the field instructor, and the Field Coordinator. The plan will be written using the template located in Section
9 as well as on the department website. Once the plan is completed, it will be signed by all parties and
monitored by the faculty liaison.
F. Grading Policies for Field Instruction
SWRK 181 and SWRK 182 are graded on a Credit/No Credit basis. In order to receive a credit grade,
students must complete the required hours, complete all required assignments, demonstrate performance
at a satisfactory or above level on 70% or more of assignments, clear all termination requirements, and
submit completed evaluations in a timely manner to the faculty liaison.
Failure to complete any of the above requirements for SWRK 181 or 182 will result in one of the following:
1. A grade of Incomplete (I) if 2/3 of the requirements of the course have not been completed. Per
university policy, two-thirds of the learning assignments AND hours must be satisfactorily
completed.
2. A grade of No Credit (NC) if student’s performance is rated as less than ‘satisfactory’ on more than
30% of the learning assignment and/or 2/3 of the internship hours have not been satisfactorily
completed.
Note: A student will cease to earn credit for internship hours when the learning agreement or performance
evaluations are overdue. At the end of the internship year, a grade will not be posted until the student has
satisfactorily cleared all separation procedures (e.g., returned keys and badges, completed all charting)
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SECTION 8. GENERAL INFORMATION
A. NASW Code of Ethics
Code of Ethics of the National Association of Social Workers
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
Preamble
The primary mission of the social work profession is to enhance human wellbeing and help meet the basic
human needs of all people, with particular attention to the needs and empowerment of people who are
vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to
social work is attention to the environmental forces that create, contribute to, and address problems in
living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice.
These activities may be in the form of direct practice, community organizing, supervision, consultation
administration, advocacy, social and political action, policy development and implementation, education,
and research and evaluation. Social workers seek to enhance the capacity of people to address their own
needs. Social workers also seek to promote the responsiveness of organizations, communities, and other
social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by
social workers throughout the profession’s history, are the foundation of social work’s unique purpose and
perspective:
Service
social justice
dignity and worth of the person importance of human relationships
integrity
competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the
principles that flow from them, must be balanced within the context and complexity of the human
experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic
values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values,
principles, and standards to guide social workers’ conduct. The Code is relevant to all social workers and
social work students, regardless of their professional functions, the settings in which they work, or the
populations they serve.
The NASW Code of Ethics serves six purposes:
The Code identifies core values on which social work’s mission is based.
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The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a
set of specific ethical standards that should be used to guide social work practice.
The Code is designed to help social workers identify relevant considerations when professional obligations
conflict or ethical uncertainties arise.
The Code provides ethical standards to which the general public can hold the social work profession
accountable.
The Code socializes practitioners new to the field to social work’s mission, values, ethical principles, and
ethical standards.
The Code articulates standards that the social work profession itself can use to assess whether social
workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints
filed against its members.* In subscribing to this Code, social workers are required to cooperate in its
implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary
rulings or sanctions based on it.
The Code offers a set of values, principles, and standards to guide decision making and conduct when
ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all
situations.
Specific applications of the Code must take into account the context in which it is being considered and the
possibility of conflicts among the Code‘s values, principles, and standards. Ethical responsibilities flow from
all human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most
important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion
can and do exist among social workers with respect to the ways in which values, ethical principles, and
ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation
must apply the informed judgment of the individual social worker and should also consider how the issues
would be judged in a peer review process where the ethical standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are
not available to resolve complex ethical issues. Social workers should take into consideration all the
values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is
warranted. Social workers’ decisions and actions should be consistent with the spirit as well as the letter of
this Code.
In addition to this Code, there are many other sources of information about ethical thinking that may be
useful. Social workers should consider ethical theory and principles generally, social work theory and
research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among
codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social
workers also should be aware of the impact on ethical decision making of their clients’ and their own
personal values and cultural and religious beliefs and practices. They should be aware of any conflicts
between personal and professional values and deal with them responsibly. For additional guidance social
workers should consult the relevant literature on professional ethics and ethical decision making and seek
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appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency
based or social work organization’s ethics committee, a regulatory body, knowledgeable colleagues,
supervisors, or legal counsel. Instances may arise when social workers’ ethical obligations conflict with
agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a
responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and
standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible,
social workers should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies
(such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency
boards of directors, government agencies, and other professional groups) that choose to adopt it or use it
as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or
violation of the law.
Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of
the Code would be subject to a peer review process. Such processes are generally separate from legal or
administrative procedures and insulated from legal review or proceedings to allow the profession to counsel
and discipline its own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical
issues or disputes or capture the richness and complexity involved in striving to make responsible choices
within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical
standards to which professionals aspire and by which their actions can be judged. Social workers’ ethical
behavior should result from their personal commitment to engage in ethical practice. The NASW Code of
Ethics reflects the commitment of all social workers to uphold the profession’s values and to act ethically.
Principles and standards must be applied by individuals of good character who discern moral questions
and, in good faith, seek to make reliable ethical judgments.
Ethical Principles
The following broad ethical principles are based on social work’s core values of service, social justice,
dignity and worth of the person, importance of human relationships, integrity, and competence. These
principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self-interest. Social workers draw on their knowledge,
values, and skills to help people in need and to address social problems. Social workers are encouraged
to volunteer some portion of their professional skills with no expectation of significant financial return (pro
bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of
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poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to
promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers
strive to ensure access to needed information, services, and resources; equality of opportunity; and
meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and
cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination. Social
workers seek to enhance clients’ capacity and opportunity to change and to address their own needs.
Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to
resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible
manner consistent with the values, ethical principles, and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for
change. Social workers engage people as partners in the helping process. Social workers seek to
strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance
the wellbeing of individuals, families, social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical
standards and practice in a manner consistent with them. Social workers act honestly and responsibly and
promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance their
professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in
practice. Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These
standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical
responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social
workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social
work profession, and (6) social workers’ ethical responsibilities to the broader society.
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Some of the standards that follow are enforceable guidelines for professional conduct, and some are
aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be
exercised by those responsible for reviewing alleged violations of ethical standards.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
Commitment to Clients
Social workers’ primary responsibility is to promote the wellbeing of clients. In general, clients’ interests are
primary. However, social workers’ responsibility to the larger society or specific legal obligations may on
limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include
when a social worker is required by law to report that a client has abused a child or has threatened to harm
self or others.)
Self-determination
Social workers respect and promote the right of clients to self-determination and assist clients in their
efforts to identify and clarify their goals. Social workers may limit clients’ right to self-determination when,
in the social workers’ professional judgment, clients’ actions or potential actions pose a serious,
foreseeable, and imminent risk to themselves or others.
Informed Consent
Social workers should provide services to clients only in the context of a professional relationship based,
when appropriate, on valid informed consent. Social workers should use clear and understandable
language to inform clients of the purpose of the services, risks related to the services, limits to services
because of the requirements of a third party payer, relevant costs, reasonable alternatives, clients’ right to
refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide
clients with an opportunity to ask questions.
In instances when clients are not literate or have difficulty understanding the primary language used in the
practice setting, social workers should take steps to ensure clients’ comprehension. This may include
providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator
whenever possible. In instances when clients lack the capacity to provide informed consent, social workers
should protect clients’ interests by seeking permission from an appropriate third party, informing clients
consistent with the clients’ level of understanding. In such instances social workers should seek to ensure
that the third party acts in a manner consistent with clients’ wishes and interests. Social workers should
take reasonable steps to enhance such clients’ ability to give informed consent.
In instances when clients are receiving services involuntarily, social workers should provide information
about the nature and extent of services and about the extent of clients’ right to refuse service.
Social workers who provide services via electronic media (such as computer, telephone, radio, and
television) should inform recipients of the limitations and risks associated with such services.
Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or
permitting observation of services to clients by a third party.
Competence
Social workers should provide services and represent themselves as competent only within the boundaries
of their education, training, license, certification, consultation received, supervised experience, or other
relevant professional experience.
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Social workers should provide services in substantive areas or use intervention techniques or approaches
that are new to them only after engaging in appropriate study, training, consultation, and supervision from
people who are competent in those interventions or techniques.
When generally recognized standards do not exist with respect to an emerging area of practice, social
workers should exercise careful judgment and take responsible steps (including appropriate education,
research, training, consultation, and supervision) to ensure the competence of their work and to protect
clients from harm.
Cultural Competence and Social Diversity
Social workers should understand culture and its function in human behavior and society, recognizing the
strengths that exist in all cultures.
Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate
competence in the provision of services that are sensitive to clients’ cultures and to differences among
people and cultural groups.
Social workers should obtain education about and seek to understand the nature of social diversity and
oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or
expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
Conflicts of Interest
Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of
professional discretion and impartial judgment. Social workers should inform clients when a real or
potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes
the clients’ interests primary and protects clients’ interests to the greatest extent possible. In some cases,
protecting clients’ interests may require termination of the professional relationship with proper referral of
the client.
Social workers should not take unfair advantage of any professional relationship or exploit others to further
their personal, religious, political, or business interests.
Social workers should not engage in dual or multiple relationships with clients or former clients in which
there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships
are unavoidable, social workers should take steps to protect clients and are responsible for setting clear,
appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers
relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple
relationships can occur simultaneously or consecutively.)
When social workers provide services to two or more people who have a relationship with each other (for
example, couples, family members), social workers should clarify with all parties which individuals will be
considered clients and the nature of social workers’ professional obligations to the various individuals who
are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving
services or who anticipate having to perform in potentially conflicting roles (for example, when a social
worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify
their role with the parties involved and take appropriate action to minimize any conflict of interest.
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Privacy and Confidentiality
Social workers should respect clients’ right to privacy. Social workers should not solicit private information
from clients unless it is essential to providing services or conducting social work evaluation or research.
Once private information is shared, standards of confidentiality apply.
Social workers may disclose confidential information when appropriate with valid consent from a client or a
person legally authorized to consent on behalf of a client.
Social workers should protect the confidentiality of all information obtained in the course of professional
service, except for compelling professional reasons. The general expectation that social workers will keep
information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and
imminent harm to a client or other identifiable person. In all instances, social workers should disclose the
least amount of confidential information necessary to achieve the desired purpose; only information that is
directly relevant to the purpose for which the disclosure is made should be revealed.
Social workers should inform clients, to the extent possible, about the disclosure of confidential information
and the potential consequences, when feasible before the disclosure is made. This applies whether social
workers disclose confidential information on the basis of a legal requirement or client consent.
Social workers should discuss with clients and other interested parties the nature of confidentiality and
limitations of clients’ right to confidentiality. Social workers should review with clients’ circumstances where
confidential information may be requested and where disclosure of confidential information may be legally
required. This discussion should occur as soon as possible in the social worker client relationship and as
needed throughout the course of the relationship.
When social workers provide counseling services to families, couples, or groups, social workers should
seek agreement among the parties involved concerning each individual’s right to confidentiality and
obligation to preserve the confidentiality of information shared by others. Social workers should inform
participants in family, couples, or group counseling that social workers cannot guarantee that all
participants will honor such agreements.
Social workers should inform clients involved in family, couples, marital, or group counseling of the social
worker’s, employers, and agency’s policy concerning the social worker’s disclosure of confidential
information among the parties involved in the counseling.
Social workers should not disclose confidential information to third party payers unless clients have
authorized such disclosure. Social workers should not discuss confidential information in any setting unless
privacy can be ensured. Social workers should not discuss confidential information in public or semipublic
areas such as hallways, waiting rooms, elevators, and restaurants.
Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted
by law. When a court of law or other legally authorized body orders social workers to disclose confidential
or privileged information without a client’s consent and such disclosure could cause harm to the client,
social workers should request that the court withdraw the order or limit the order as narrowly as possible or
maintain the records under seal, unavailable for public inspection.
Social workers should protect the confidentiality of clients when responding to requests from members of
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the media.
Social workers should protect the confidentiality of clients’ written and electronic records and other sensitive
information. Social workers should take reasonable steps to ensure that clients’ records are stored in a
secure location and that clients’ records are not available to others who are not authorized to have access.
Social workers should take precautions to ensure and maintain the confidentiality of information transmitted
to other parties through the use of computers, electronic mail, facsimile machines, telephones and
telephone answering machines, and other electronic or computer technology. Disclosure of identifying
information should be avoided whenever possible.
Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality
and is consistent with state statutes governing records and social work licensure.
Social workers should take reasonable precautions to protect client confidentiality in the event of the social
worker’s termination of practice, incapacitation, or death.
Social workers should not disclose identifying information when discussing clients for teaching or training
purposes unless the client has consented to disclosure of confidential information.
Social workers should not disclose identifying information when discussing clients with consultants unless
the client has consented to disclosure of confidential information or there is a compelling need for such
disclosure.
Social workers should protect the confidentiality of deceased clients consistent with the preceding
standards.
Access to Records
Social workers should provide clients with reasonable access to records concerning the clients. Social
workers who are concerned that clients’ access to their records could cause serious misunderstanding or
harm to the client should provide assistance in interpreting the records and consultation with the client
regarding the records. Social workers should limit clients’ access to their records, or portions of their
records, only in exceptional circumstances when there is compelling evidence that such access would
cause serious harm to the client. Both clients’ requests and the rationale for withholding some or all of the
record should be documented in clients’ files.
When providing clients with access to their records, social workers should take steps to protect the
confidentiality of other individuals identified or discussed in such records.
Sexual Relationships
Social workers should under no circumstances engage in sexual activities or sexual contact with current
clients, whether such contact is consensual or forced.
Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other
individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or
potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with
whom clients maintain a personal relationship has the potential to be harmful to the client and may make it
difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—
not their clients, their clients’ relatives, or other individuals with whom the client maintains a personal
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relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries.
Social workers should not engage in sexual activities or sexual contact with former clients because of the
potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that
an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—
not their clients—who assume the full burden of demonstrating that the former client has not been
exploited, coerced, or manipulated, intentionally or unintentionally.
Social workers should not provide clinical services to individuals with whom they have had a prior sexual
relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the
individual and is likely to make it difficult for the social worker and individual to maintain appropriate
professional boundaries.
Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of
psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social
workers who engage in appropriate physical contact with clients are responsible for setting clear,
appropriate, and culturally sensitive boundaries that govern such physical contact.
Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual
solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to or about
clients. Social workers should use accurate and respectful language in all communications to and about
clients.
Payment for Services
When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with
the services performed. Consideration should be given to clients’ ability to pay.
Social workers should avoid accepting goods or services from clients as payment for professional services.
Bartering arrangements, particularly involving services, create the potential for conflicts of interest,
exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social workers
should explore and may participate in bartering only in very limited circumstances when it can be
demonstrated that such arrangements are an accepted practice among professionals in the local
community, considered to be essential for the provision of services, negotiated without coercion, and
entered into at the client’s initiative and with the client’s informed consent. Social workers who accept
goods or services from clients as payment for professional services assume the full burden of
demonstrating that this arrangement will not be detrimental to the client or the professional relationship.
Social workers should not solicit a private fee or other remuneration for providing services to clients who
are entitled to such available services through the social workers’ employer or agency.
Clients Who Lack Decision Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social
workers should take reasonable steps to safeguard the interests and rights of those clients.
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Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that services
are interrupted by factors such as unavailability, relocation, illness, disability, or death.
Termination of Services
Social workers should terminate services to clients and professional relationships with them when such
services and relationships are no longer required or no longer serve the clients’ needs or interests.
Social workers should take reasonable steps to avoid abandoning clients who are still in need of services.
Social workers should withdraw services precipitously only under unusual circumstances, giving careful
consideration to all factors in the situation and taking care to minimize possible adverse effects. Social
workers should assist in making appropriate arrangements for continuation of services when necessary.
Social workers in fee for service settings may terminate services to clients who are not paying an overdue
balance if the financial contractual arrangements have been made clear to the client, if the client does not
pose an imminent danger to self or others, and if the clinical and other consequences of the current
nonpayment have been addressed and discussed with the client.
Social workers should not terminate services to pursue a social, financial, or sexual relationship with a
client.
Social workers who anticipate the termination or interruption of services to clients should notify clients
promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and
preferences.
Social workers who are leaving an employment setting should inform clients of appropriate options for the
continuation of services and of the benefits and risks of the options.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
Respect
Social workers should treat colleagues with respect and should represent accurately and fairly the
qualifications, views, and obligations of colleagues.
Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or
with other professionals. Unwarranted negative criticism may include demeaning comments that refer to
colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color,
sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion,
immigration status, and mental or physical disability.
Social workers should cooperate with social work colleagues and with colleagues of other professions when
such cooperation serves the wellbeing of clients.
Confidentiality
Social workers should respect confidential information shared by colleagues in the course of their
professional relationships and transactions. Social workers should ensure that such colleagues
understand social workers’ obligation to respect confidentiality and any exceptions related to it.
Interdisciplinary Collaboration
Social workers who are members of an interdisciplinary team should participate in and contribute to
decisions that affect the wellbeing of clients by drawing on the perspectives, values, and experiences of
the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and
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of its individual members should be clearly established.
Social workers for whom a team decision raises ethical concerns should attempt to resolve the
disagreement through appropriate channels. If the disagreement cannot be resolved, social workers
should pursue other avenues to address their concerns consistent with client wellbeing.
Disputes Involving Colleagues
Social workers should not take advantage of a dispute between a colleague and an employer to obtain a
position or otherwise advance the social workers’ own interests.
Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate
discussion of conflicts between social workers and their colleagues.
Consultation
Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best
interests of clients.
Social workers should keep themselves informed about colleagues’ areas of expertise and competencies.
Social workers should seek consultation only from colleagues who have demonstrated knowledge,
expertise, and competence related to the subject of the consultation.
When consulting with colleagues about clients, social workers should disclose the least amount of
information necessary to achieve the purposes of the consultation.
Referral for Services
Social workers should refer clients to other professionals when the other professionals’ specialized
knowledge or expertise is needed to serve clients fully or when social workers believe that they are not
being effective or making reasonable progress with clients and that additional service is required.
Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly
transfer of responsibility. Social workers who refer clients to other professionals should disclose, with
clients’ consent, all pertinent information to the new service providers.
Social workers are prohibited from giving or receiving payment for a referral when no professional service is
provided by the referring social worker.
Sexual Relationships
Social workers who function as supervisors or educators should not engage in sexual activities or contact
with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a
conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual
relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid
a conflict of interest.
Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual
harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or
physical conduct of a sexual nature.
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Impairment of Colleagues
Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal
problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes with
practice effectiveness should consult with that colleague when feasible and assist the colleague in taking
remedial action.
Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness
and that the colleague has not taken adequate steps to address the impairment should take action through
appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and
other professional organizations.
Incompetence of Colleagues
Social workers who have direct knowledge of a social work colleague’s incompetence should consult with
that colleague when feasible and assist the colleague in taking remedial action.
Social workers who believe that a social work colleague is incompetent and has not taken adequate steps
to address the incompetence should take action through appropriate channels established by employers,
agencies, NASW, licensing and regulatory bodies, and other professional organizations.
Unethical Conduct of Colleagues
Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical
conduct of colleagues.
Social workers should be knowledgeable about established policies and procedures for handling concerns
about colleagues’ unethical behavior. Social workers should be familiar with national, state, and local
procedures for handling ethics complaints. These include policies and procedures created by NASW,
licensing and regulatory bodies, employers, agencies, and other professional organizations.
Social workers who believe that a colleague has acted unethically should seek resolution by discussing
their concerns with the colleague when feasible and when such discussion is likely to be productive.
When necessary, social workers who believe that a colleague has acted unethically should take action
through appropriate formal channels (such as contacting a state licensing board or regulatory body, an
NASW committee on inquiry, or other professional ethics committees).
Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
Supervision and Consultation
Social workers who provide supervision or consultation should have the necessary knowledge and skill to
supervise or consult appropriately and should do so only within their areas of knowledge and competence.
Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and
culturally sensitive boundaries.
Social workers should not engage in any dual or multiple relationships with supervisees in which there is a
risk of exploitation of or potential harm to the supervisee.
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Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair
and respectful.
Education and Training
Social workers who function as educators, field instructors for students, or trainers should provide
instruction only within their areas of knowledge and competence and should provide instruction based on
the most current information and knowledge available in the profession.
Social workers who function as educators or field instructors for students should evaluate students’
performance in a manner that is fair and respectful.
Social workers who function as educators or field instructors for students should take reasonable steps to
ensure that clients are routinely informed when services are being provided by students.
Social workers who function as educators or field instructors for students should not engage in any dual or
multiple relationships with students in which there is a risk of exploitation or potential harm to the student.
Social work educators and field instructors are responsible for setting clear, appropriate, and culturally
sensitive boundaries.
Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such
responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
Client Records
Social workers should take reasonable steps to ensure that documentation in records is accurate and
reflects the services provided.
Social workers should include sufficient and timely documentation in records to facilitate the delivery of
services and to ensure continuity of services provided to clients in the future.
Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate
and should include only information that is directly relevant to the delivery of services.
Social workers should store records following the termination of services to ensure reasonable future
access. Records should be maintained for the number of years required by state statutes or relevant
contracts.
Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and extent
of services provided and that identify who provided the service in the practice setting.
Client Transfer
When an individual who is receiving services from another agency or colleague contacts a social worker for
services, the social worker should carefully consider the client’s needs before agreeing to provide services.
To minimize possible confusion and conflict, social workers should discuss with potential clients the nature
of the clients’ current relationship with other service providers and the implications, including possible
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benefits or risks, of entering into a relationship with a new service provider.
If a new client has been served by another agency or colleague, social workers should discuss with the
client whether consultation with the previous service provider is in the client’s best interest.
Administration
Social work administrators should advocate within and outside their agencies for adequate resources to
meet clients’ needs.
Social workers should advocate for resource allocation procedures that are open and fair. When not all
clients’ needs can be met, an allocation procedure should be developed that is nondiscriminatory and
based on appropriate and consistently applied principles.
Social workers who are administrators should take reasonable steps to ensure that adequate agency or
organizational resources are available to provide appropriate staff supervision.
Social work administrators should take reasonable steps to ensure that the working environment for which
they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social
work administrators should take reasonable steps to eliminate any conditions in their organizations that
violate, interfere with, or discourage compliance with the Code.
Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for
continuing education and staff development for all staff for whom they are responsible. Continuing
education and staff development should address current knowledge and emerging developments related
to social work practice and ethics.
Commitments to Employers
Social workers generally should adhere to commitments made to employers and employing organizations.
Social workers should work to improve employing agencies’ policies and procedures and the efficiency and
effectiveness of their services.
Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical
obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social
work practice.
Social workers should not allow an employing organization’s policies, procedures, regulations, or
administrative orders to interfere with their ethical practice of social work. Social workers should take
reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW
Code of Ethics.
Social workers should act to prevent and eliminate discrimination in the employing organization’s work
assignments and in its employment policies and practices.
Social workers should accept employment or arrange student field placements only in organizations that
exercise fair personnel practices.
Social workers should be diligent stewards of the resources of their employing organizations, wisely
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conserving funds where appropriate and never misappropriating funds or using them for unintended
purposes.
Labor Management Disputes
Social workers may engage in organized action, including the formation of and participation in labor unions,
to improve services to clients and working conditions.
The actions of social workers who are involved in labor management disputes, job actions, or labor strikes
should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable
differences of opinion exist among social workers concerning their primary obligation as professionals
during an actual or threatened labor strike or job action. Social workers should carefully examine relevant
issues and their possible impact on clients before deciding on a course of action.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
Competence
Social workers should accept responsibility or employment only on the basis of existing competence or the
intention to acquire the necessary competence.
Social workers should strive to become and remain proficient in professional practice and the performance
of professional functions. Social workers should critically examine and keep current with emerging
knowledge relevant to social work. Social workers should routinely review the professional literature and
participate in continuing education relevant to social work practice and social work ethics.
Social workers should base practice on recognized knowledge, including empirically based knowledge,
relevant to social work and social work ethics.
Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the
basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age,
marital status, political belief, religion, immigration status, or mental or physical disability.
Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill their professional
responsibilities.
Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.
Impairment
Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and performance
or to Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or
mental health difficulties interfere with their professional judgment and performance should immediately
seek consultation and take appropriate remedial action by seeking professional help, making adjustments
in workload, terminating practice, or taking any other steps necessary to protect clients and others.
Misrepresentation
Social workers should make clear distinctions between statements made and actions engaged in as a
private individual and as a representative of the social work profession, a professional social work
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organization, or the social worker’s employing agency.
Social workers who speak on behalf of professional social work organizations should accurately represent
the official and authorized positions of the organizations.
Social workers should ensure that their representations to clients, agencies, and the public of professional
qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved
are accurate. Social workers should claim only those relevant professional credentials they actually
possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others.
Solicitations
Social workers should not engage in uninvited solicitation of potential clients who, because of their
circumstances, are vulnerable to undue influence, manipulation, or coercion.
Social workers should not engage in solicitation of testimonial endorsements (including solicitation of
consent to use a client’s prior statement as a testimonial endorsement) from current clients or from other
people who, because of their particular circumstances, are vulnerable to undue influence.
Acknowledging Credit
Social workers should take responsibility and credit, including authorship credit, only for work they have
actually performed and to which they have contributed.
Social workers should honestly acknowledge the work of and the contributions made by others.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION
Integrity of the Profession
Social workers should work toward the maintenance and promotion of high standards of practice.
Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession.
Social workers should protect, enhance, and improve the integrity of the profession through appropriate
study and research, active discussion, and responsible criticism of the profession.
Social workers should contribute time and professional expertise to activities that promote respect for the
value, integrity, and competence of the social work profession. These activities may include teaching,
research, consultation, service, legislative testimony, presentations in the community, and participation in
their professional organizations.
Social workers should contribute to the knowledge base of social work and share with colleagues their
knowledge related to practice, research, and ethics. Social workers should seek to contribute to the
profession’s literature and to share their knowledge at professional meetings and conferences.
Social workers should act to prevent the unauthorized and unqualified practice of social work.
Evaluation and Research
Social workers should monitor and evaluate policies, the implementation of programs, and practice
interventions.
Social workers should promote and facilitate evaluation and research to contribute to the development of
knowledge.
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Social workers should critically examine and keep current with emerging knowledge relevant to social work
and fully use evaluation and research evidence in their professional practice.
Social workers engaged in evaluation or research should carefully consider possible consequences and
should follow guidelines developed for the protection of evaluation and research participants. Appropriate
institutional review boards should be consulted.
Social workers engaged in evaluation or research should obtain voluntary and written informed consent
from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to
participate; without undue inducement to participate; and with due regard for participants’ wellbeing,
privacy, and dignity. Informed consent should include information about the nature, extent, and duration of
the participation requested and disclosure of the risks and benefits of participation in the research.
When evaluation or research participants are incapable of giving informed consent, social workers should
provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are
able, and obtain written consent from an appropriate proxy.
Social workers should never design or conduct evaluation or research that does not use consent
procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and
responsible review of the research has found it to be justified because of its prospective scientific,
educational, or applied value and unless equally effective alternative procedures that do not involve waiver
of consent are not feasible.
Social workers should inform participants of their right to withdraw from evaluation and research at any time
without penalty.
Social workers should take appropriate steps to ensure that participants in evaluation and research have
access to appropriate supportive services.
Social workers engaged in evaluation or research should protect participants from unwarranted physical or
mental distress, harm, danger, or deprivation.
Social workers engaged in the evaluation of services should discuss collected information only for
professional purposes and only with people professionally concerned with this information.
Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of
participants and of the data obtained from them. Social workers should inform participants of any limits of
confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing
research data will be destroyed.
Social workers who report evaluation and research results should protect participants’ confidentiality by
omitting identifying information unless proper consent has been obtained authorizing disclosure.
Social workers should report evaluation and research findings accurately. They should not fabricate or
falsify results and should take steps to correct any errors later found in published data using standard
publication methods.
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Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual
relationships with participants, should inform participants when a real or potential conflict of interest arises,
and should take steps to resolve the issue in a manner that makes participants’ interests primary.
Social workers should educate themselves, their students, and their colleagues about responsible research
practices.
SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the
development of people, their communities, and their environments. Social workers should advocate for
living conditions conducive to the fulfillment of basic human needs and should promote social, economic,
political, and cultural values and institutions that are compatible with the realization of social justice.
Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and
institutions.
Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest
extent possible.
Social and Political Action
Social workers should engage in social and political action that seeks to ensure that all people have equal
access to the resources, employment, services, and opportunities they require to meet their basic human
needs and to develop fully. Social workers should be aware of the impact of the political arena on practice
and should advocate for changes in policy and legislation to improve social conditions in order to meet
basic human needs and promote social justice.
Social workers should act to expand choice and opportunity for all people, with special regard for
vulnerable, disadvantaged, oppressed, and exploited people and groups.
Social workers should promote conditions that encourage respect for cultural and social diversity within the
United States and globally. Social workers should promote policies and practices that demonstrate respect
for difference, support the expansion of cultural knowledge and resources, advocate for programs and
institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and
confirm equity and social justice for all people.
Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against
any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or
physical disability.
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B. Guidelines for Requesting Internship in Agency of Employment
http://www.fresnostate.edu/chhs/social-work/documents/field-material/Sample_MSW.TitleIV-E.In-Agency-proposal.pdf
Undergraduate and graduate social work students who are interested in requesting a field placement in
their employment agency must complete a written proposal. Prior to drafting a proposal, be sure to
carefully read the department Policies and Procedures for Use of Student Employment Site as a Field
Practicum Setting. If your employment agency meets all of the minimum requirements for in-agency
placement, then you can proceed with writing a proposal. The proposal must follow the guidelines
listed below and should be well organized, well written and include all of the components listed
below.
DUE DATES: Final, signed proposals are due to the Field Coordinator:
BA and MSW 2:
MSW1 (part time/prior year cohort):
MSW 1 (full time/new fall cohort):
by the second Friday in April
by the second Friday in June
by the second Friday in June.
Proposals that are submitted after the due date are not guaranteed to be reviewed. It is the student's
responsibility to submit a sound proposal in a timely manner. Failure to do so will jeopardize your eligibility
for an in-agency placement. Students are advised to consult with their employer early in the spring
semester and have drafts of their proposals reviewed by their employers AND the Field Coordinator well
before the due date. Review of drafts by program coordinators (e.g., Title IV-E, Public Mental Health) can
be useful but should not take the place of review by the Field Coordinator. Apprise the field office of any
potential delays (e.g., obtaining final signatures).
Heading: At the top of the first page, include a heading for the proposal that includes your name, proposal
title, and the relevant course (SWRK 181/182; SWRK 280/281; SWRK 282/283) and academic year for the
proposal.
Present Job Assignment: A written description, in paragraph form, of the present job assignment and the
specific circumstances of the assignment. This description must include:
•
•
•
•
•
•
job classification;
job status (temporary/permanent, full-time/part-time); specify that probationary status in current work
assignment has been satisfactorily completed.
length of employment;
regular hours of employment;
present job duties and a thorough description of functional tasks;
names of those persons responsible for direct supervision of student employee and for administration
of the agency.
Prior Experiences: If you have worked in other areas of the agency in addition to the present job
assignment, include a brief description of those areas/units and the length of time in each, including months
and dates. If applicable, identify the unit and/or agency where you have had a prior BA and/or MSW level
internship. Provide a brief description of the internship experience, roles undertaken, and skills learned.
Proposed Internship Experience: A written description, in paragraph form, of the proposed field
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placement assignment and the specific circumstances of the proposed internship. The proposed internship
must be clearly differentiated from the job assignment and must meet the curriculum requirements of the
program. The description must include:
•
•
•
•
program level (i.e., BA, MSW1, MSW2)
proposed work and internship days and hours including planned employment hours and workload
modification to accommodate internship hours. Include your anticipated class schedule needs (even if
not finalized) and how it will be accommodated. Also address how you will schedule any special
seminar attendance requirements you may have (e.g., agency releases you, using personal time).
(Seminar hours required in programs such as Title IV-E or Public Mental Health DO NOT COUNT
toward field placement hours (except for BA students who do not have an MSW supervisor and must
attend on-campus supervisory seminar); the 1 hour MSW2 field seminar DOES count toward field
placement hours);
proposed M.S.W. field instructor who has no authority over the student as an employee; Include the
email address and phone number of the proposed field instructor and attach a completed Field
Instructor Profile form.
proposed learning assignments, which meet the curriculum requirements of the level of field instructed
practice in which the student will be enrolled (SWRK 181/182; SWRK 280/281 or SWRK 282/283). For
further information on curriculum requirements, refer to the appropriate learning agreement templates
found on the department website under field information for BA, MSW1 or MSW2. The learning
assignments should be guided by the template but made specific to the proposed internship setting;
DO NOT simply cut and paste the entries from the learning agreement templates. The following is a list
of minimum areas to be addressed. Organize the proposed learning assignments/activities in bulleted
format under each sub-heading.
BA – SWRK 181/182
Professional Identity (list at least 4 activities)
Professional Values and Ethics (list at least 3 activities)
Generalist Social Work Practice (list at least 5 activities)
Evaluation of Practice (list at least 3 activities)
MSW 1 – SWRK 280/281
Professional Development (list at least 4 activities)
Multi-Systems Social Work Practice (list at least 6 activities)
Evaluation of Practice (list at least 3 activities)
MSW 2 – SWRK 282/283
Professional Development (list at least 4 activities)
Multi-Systems Social Work Practice (list at least 6 activities; include all required systems levels: individual,
family, group, organization and community)
Evaluation of Practice (list at least 3 activities)
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Signatures
The typed proposal must have a minimum of four signature lines at the end with signatures indicating
approval from the student, the proposed M.S.W. field instructor and the agency administration. Once these
signatures are obtained, the proposal is submitted to the Field Coordinator for committee review.
Note: Students will receive written notification of approval or non-approval of the in-agency proposal. All
students requesting an in-agency placement must be prepared to participate in a regular field placement
assignment in the event the in-agency proposal is not approved.
In-Agency Proposal Review Process
In-agency proposal is submitted to the Field Coordinator by the due date; submission of an earlier draft to
the Field Coordinator for review is strongly encouraged.
Proposal is reviewed by a subcommittee of field faculty.
Student is notified of the committee’s decision – approved, disapproved, or needing revisions.
If revisions are required, student is informed of changes needed and given a due date for resubmission.
Failure to resubmit as directed can result in the proposal not being approved.
If the in-agency proposal is not approved, the student will then meet with field faculty for assignment to an
internship through the usual process.
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C. Field Calendar
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D. Suggested Field Placement Activities
Adapted from Wilson, S. “Field Instruction”
1. Read about the psychodynamics of human behavior, specific casework skills, organizational theory,
presenting problems of clients, etc.
2. Read old case or agency reports.
3. Observe field instructor or others conducting an interview.
4. Listen to a tape recorded interview or lecture or watch a video presentation.
5. Attend a meeting and take notes for supervisory discussion.
6. Come to agency at night, on a weekend, or at an “off hour” to see what goes on then.
7. Observe interviews with persons applying for social work positions in the agency.
8. Attend interdisciplinary conferences and case presentations as an observer or participant.
9. Sit quietly in an intake or waiting room area and observe the atmosphere, conversations, and
behaviors.
10. Take a walk through a specific kind of neighborhood.
11. Visit other agencies and service delivery systems in the local community.
12. Attend a court hearing relating to a client problem.
13. Go through the service delivery system as if you were a client.
14. Attend professional workshops, seminars, and lectures in the community, using field placement
time.
15. Team up with another student to service the same client jointly.
16. Co-lead a group.
17. Make home visits.
18. Do role-playing with the field instructor or others to try out new skills and techniques.
19. Participate in group or peer supervision.
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20. Explain your professional role to others.
21. Participate with the field instructor in developing and writing up an educational contract.
22. Participate in orienting new students or staff to the agency.
23. Keep a daily log of experiences in field and reactions to them.
24. Keep statistical report as required of regular agency staff.
25. Answer the phone and act as receptionist for several days to get the feel for the roles.
26. Interview upper-level administrators and supervisors to acquire specific information about the
program and their roles.
27. Interview individuals who have received services from the program to assess their responses to the
experience.
28. Serve as a member or observer of the system’s peer review, quality control, or audit process.
29. Assist in writing the program’s policy/procedure manual.
30. Write a report for the administrator of the program.
31. Work with the administrator of the program to gather information for and prepare an annual budget.
32. Join and participate in local/national professional organizations.
33. Participate on a committee to plan a major workshop sponsored by agency.
34. Help plan and conduct an in-service training session or course.
35. Learn to set up and use a computerized data bank system.
36. Cooperate in developing a bill for presentation to a local, state, or national lawmaking body.
37. Help plan, lead, and conduct a fund-raising activity.
38. Help prepare a grant proposal.
39. Help set up and lead a recreation, activity, informational, or organizational group.
40. Write your own performance evaluation.
41. Be observed by another during a conference with the field instructor to receive feedback
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E. California State University, Fresno Policy on Academic Adjustments for
Students with Disabilities
California State University
SERVICES FOR STUDENTS WITH DISABILITIES (559) 278-2811
Revised 2006, Update July 2011
SERVICES AND ACCOMMODATION POLICIES AND PROCEDURES
The Services for Students with Disabilities (SSD) Program provides academic accommodations to regularly
enrolled California State University, Fresno students in accordance with the Rehabilitation Act of 1973, the
Americans with Disabilities Act and the California State University Policy for the Provision of
Accommodations and Support Services to Students with Disabilities. The student must provide SSD with
current written verification of disability from a professional who is qualified to determine the physical,
perceptual or learning disability and the need for an academic accommodation.
In order for the campus and SSD to provide academic accommodations, the student must initiate the
request personally with SSD. Any disability-related need that requires the assistance of the professor must
be made known to the professor each semester. The professor is not expected to assume or remember the
need for accommodations from semester to semester.
INITIATING SERVICES
1. Students who desire academic accommodations provided by SSD must: complete an initial
interview, in person, with the Disability Management Specialist (DMS), or the SSD Director; provide
appropriate verification of disability; and, if appropriate, participate in additional assessment.
2. Students who are concerned about the presence of learning disabilities (LD) will first make an
appointment to meet with a Disability Management Specialist. A brief pre-screening will be
completed and the student may be asked to complete a more detailed initial assessment packet
and return it to SSD. During an appointment, set up 2-3 days later, a determination will be made
regarding the appropriateness of a referral for further assessment. If such a referral is made, a
psycho-educational report will be sent to SSD approximately two weeks after testing has been
completed. If learning disabilities have been identified, another appointment will be made to
complete the process of determining appropriate academic accommodations.
3. All disability verification forms and processes must be completed prior to receiving services from
SSD.
4. An Individual Accommodation Plan, IAP, based on the professional verification of disability(s) and
Federal and State mandates, will be established with the Disability Management Specialist or the
Director and approved by the student in writing. Once the IAP is approved, the accommodation
services will be available.
5. To activate requests for classroom accommodations (e.g., notetaking, tape recording, testing,
textbooks in alternate format, sign language interpreters, real time captionists, FM device (assistive
listening system), students must fill out and turn in a “Schedule Form & Request for Professor
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Letters” at the SSD front reception desk. On this form, the student lists course information and
indicates their request for the appropriate approved accommodations for each course. This form is
then used to initiate the preparation of a letter for each of the student’s professors that indicates the
appropriate accommodations to be provided for each course. It is very important that the student fill
out this form completely and accurately to ensure that the professor letters are prepared correctly.
It takes 2-3 days for the professor letters to be prepared and approved by the student’s Disability
Management Specialist. It is the student’s responsibility to check when the letters are ready and
deliver them to each professor. SSD does not send the letters to the professors.
CAMPUS REGULATIONS AND ACCOMMODATIONS
1. All students who receive academic or other accommodations through SSD are expected to adhere
to the Campus Code of Conduct as well as appropriate campus regulations, policies and deadlines.
ACCOMMODATION SERVICES
Authorizations for all accommodations must be approved by the disability management specialists or the
program director.
Academic Advising
1. It is the student’s responsibility to receive appropriate academic advising from the Office of Advising
(for undergraduates), located on the 2nd floor of the Joyal Building, or their advisor in the
department of their academic major.
2. If the student requests, after the student has made the selection of courses with their advisor, the
Disability Management Specialist will review the choice of courses with the student to determine
their appropriateness to the student’s disability-related needs.
Assistive Devices and Equipment:
1. A variety of assistive devices and equipment are available in the SSD office, exam rooms, and in the
student computer lab. Equipment includes FM listening systems, day lamps, CCTVs, magnification
devices, adjustable height tables, manual wheel chair (emergency use only), wheelchair lapboard,
adjustable design board, graphing calculator, and wide book holders. Other equipment may be
available based on the referral from the DMS.
Many of these items are available for checkout. Equipment that is checked out must generally be returned
on the specified day and in the same condition when checked out. Ask for assistance at the front desk.
New Student Lab Orientation & Individual Training
A primary purpose of lab orientation is to determine the assistive computer technology that would best
meet the needs of the individual student and then offer instruction in the use of that technology.
Individual training in the use of Assistive Technology (AT) applications and equipment are arranged with the
AT Coordinator by making an appointment at the front desk at least five (5) working days in advance.
Please call the SSD office at: 559-278-2811 for an appointment.
AT Student Computer Lab Policies:
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1. The SSD student computer lab is available only to students who are registered with California State
University, Fresno and are enrolled in the Services for Students with Disabilities Program with an
active accommodations plan authorizing use of the AT Student Computer Lab.
2. Students must present their Fresno State Campus ID card to the Lab Technician upon arrival for
log-in tracking purposes. Lab Technicians are available to assist students in assistive computer
programs applications, and specific equipment for AT software programs.
3. Lab Technicians will assist students in assistive computer programs applications and lab equipment
with reasonable consideration of time and noise level to others working in the lab. The list of
assistive software applications and equipment are available on the workstation computers and in
the RESOURCE BINDER in the AT Lab.
4. The SSD AT Student Lab is designated a “Quiet Area” your consideration of fellow students working
in the lab is anticipated. Students are expected to adhere to the SSD student lab policies, campus
conduct codes, and appropriate Internet policies and regulations. Additional consideration for fellow
students, please limit use at one PC workstation to maximum [four hours] per visit. Exceptions may
be considered per student request.
5. Students who are not employed by the SSD office are not to attempt or in any way reconfigure,
install, or download Web software to SSD computers. The student is expected to adhere to the SSD
student lab policies and conduct codes as well as the appropriate Internet policies and regulations.
6. Lab equipment is for academic use only. Personal or unsuitable Internet surfing or screen displays
are prohibited. Lab computers are for those students who require “Accessible” functionality and
alternate media software applications.
7. Students (on occasion) may be asked to leave the lab for emergency lab closure in order to provide
specialized lab applications for testing purposes.
8. Campus Pay-for-Print, PPP, printing is available in the SSD lab. Students use their campus ID card
to print black/white copy. PPP printers and machine to deposit money to ID card are available
throughout the Library. Ask Lab Techs for locations (in the Library).
9. Students are to provide personal removable storage, i.e., Flash Drive, CD, and/or other external
storage media. Personal work is NOT to be saved on the computer (Computer Security System
deletes any changes to program software applications or saved documents nightly). Be sure to
save your work often.
Blue Curb Parking
1. Students with DMV placards may park in the parking stalls designated for the disabled only when
the placard is accompanied by a valid Fresno State paid parking permit.
2. A one-time temporary parking permits for up to two weeks only may be issued by SSD upon receipt
of appropriate verification of disability and must be used with a paid parking permit (semester
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decal or one-day parking permit).
3. Students without a DMV disabled person parking placard must obtain one in order to continue to
use blue curb parking spaces. Information regarding DMV placards can be found at the following
Web site: http://www.dmv.ca.gov/
Campus Transportation Service (SCOUT)
The campus provides an on-campus transportation service, known as SCOUT, for students with permanent
or temporary disabilities who have been approved for the accommodation.
1. In order to request the SCOUT service, students fill out the SCOUT Service Request form each
semester. Forms are available at the SSD front desk or on the website.
2. In order to activate the SCOUT service students must meet with the SCOUT coordinator every
semester. Students can call and schedule an appointment with the SCOUT coordinator by calling
the front desk at 278-2811. The initial scheduling process may take up to four (4) working days.
3. Once students have met with the SCOUT coordinator they will be given a card for the SCOUT
program. Students must have their card with them at all times when using SCOUT services.
4. Temporary SCOUT accommodations require a doctor’s medical verification that should include the
diagnosis (disability) and prognosis (expected length of diagnosis/disability). If a student does not
have his or her own medical insurance, medical verification can be acquired through the Health
Center on campus. To set up an appointment at the Health Center please call 278-2734.
5. To make changes to your SCOUT schedule please come to the SSD office. Fill out a new schedule
or change on the reverse side of a blank SCOUT application. Make sure that your name and the
date of change are on the form. Changes in schedule may also take up to four (4) days though the
SSD office staff makes every effort to process the request as soon as possible.
6. SCOUT provides rides to classrooms only. When returning to vehicles, bus stops, or for
access to administrative offices there is a RED CART that runs the perimeter of campus. (The
RED CART is not wheelchair accessible but other options are available).
7. For students who are not on a regular SCOUT schedule and need to use the service only
occasionally, you will need to call the Parking and Transportation office at 278-2950 (press “0” to
skip the recorded message). If you need a ride after 5:00 p.m., call the Escort Dispatcher at 2788400. Please show your SCOUT card. Please note that the wait time for last minute requests or
unscheduled pickups may be longer.
Classroom Furniture
1. A student must make the request for classroom furniture accommodations (tables, chairs) known to
a Disability Management Specialist one week prior to the date needed.
2. It is the student’s responsibility to inform SSD if the classroom furniture designated for his or her use
is not in the classroom.
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3. It is the student’s responsibility to be in the classroom early, where possible, in order to secure the
furniture designated for her or his use.
4. SSD will request the most appropriate type of furniture available for the student’s classroom needs.
Library Research Assistance
The Madden Library staff will provide assistance, where appropriate, to students with disabilities with
locating and retrieving library materials, self-service photocopies, microfilm reader/printer and copy card
vending machines. Students should stop at the Reference Desk to request assistance. If your request will
involve extended staff time, it is advisable to call ahead for an appointment to ensure that someone will be
available to assist. It is important to remember that the student must be present and actively participate in
the research process.
The Madden Library also has available an accessible computer work station, with JAWS and Zoomtext
applications and a portable CCTV, located near the reference desk.
Medically-related Absences
1. It is the student’s responsibility to inform their professor of medically-related absences. If the
student cannot reach the professor personally, a message should be left with the departmental
secretary.
A note from the physician documenting the medically-related absence may be required by the professor. If
the absence is disability-related, the doctor’s note can be brought to SSD and a letter for the professor may
be requested.
2. It is important to be aware that the essential elements of a course and/or major need not be altered
to meet the disability needs of the student.
3. SSD must be notified in advance if specific accommodations will not be needed.
4. Students are to assume personal responsibility for taking medications, arranging for personal
attendant care, mobility, health and safety issues, and mobility to the campus. (Use of the oncampus transportation service, SCOUT, is an accommodation and must be approved by a Disability
Management Specialist or the Director.)
Notetaking and Tape Recording of in the Classroom
1. To initiate notetaking and/or taping services the student is to contact the Disability Management
Specialist and provide appropriate information.
2. SSD will provide the student with a letter of accommodations to be given by the student to the
professor. The letters will be ready within three (3) working days of receipt of an appropriate and
complete request.
3. Notetaking agreements forms must be signed by the student requesting the service every academic
year.
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4. A student is expected to be present in class to receive notes for that day.
5. It is the student’s responsibilities to let their Disability Management Specialist or the SSD Director
know if a notetaker has not been solicited by the professor, if no one in the class has volunteered to
take notes, or if the professor is hesitant about the student taping the lecture.
Photocopying
1. SSD staff will provide duplication of text in enlarged format. Students should allow for 5 working
days advance notice to enlarge text materials.
2. Duplication of classroom notes will be processed by the SSD Staff. Students with the notetaking
accommodation, however, must supply the SSD office with an adequate supply of photocopy paper
for completion of the copy job.
Reading - Alternate Formats
All requests for text in alternate formats (audio tapes, CD’s, e-text, enlarged duplication, etc.) must be
submitted to the Testing/Reading Coordinator on the “Request for Textbook in Alternate Format” or the
“Request for Handout Scanning” forms. If the request forms are submitted improperly, there may be a delay
in production time.
1. SSD must have five (5) working days advance notice to tape audio versions of specific assignments
and chapters from textbooks.
2. The Reading Coordinator must have two weeks (10 working days) advance notice for requests for
textbooks in alternate format from RFB&D. The student must provide all relevant information before
the RFB&D request is made.
3. CD’s from RFB&D must be returned promptly at the end of the semester. Failure to comply may
result in holds being placed on grades, transcripts and other transactions with California State
University, Fresno.
4. Requests for alternate format texts that involve ordering CD’s or e-text from publishers or the
California State University Center for Alternate Media (CAM) require that the student present proof
of purchase of the text prior to the order being placed. It is advisable to submit requests for these
formats as soon as the student knows the text title as it may take longer to obtain these materials.
5. It is the student’s responsibility to check the status of book/scanning requests with the
Reading/Testing Coordinator and to pick up completed materials. Requests and status checks
should not be made with Lab Techs.
6. Students who have been trained to use the Kurzweil software program may use the system for
scanning and saving text materials onto a CD or flashdrive.
7. SSD has a limited number of CD players compatible with RFB&D materials for loan overnight. Audio
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equipment can be checked out at the front desk on a limited basis. Equipment loans are on a first
come first serve basis.
SSD also can provide information regarding where students can purchase their own equipment.
8. SSD must have five (5) working days advance notice for: enlargement of written materials, scanning
and editing of handouts and articles, and typing of class notes.
Sign Language Interpreter
1. Students requesting sign language interpreters must submit their course schedules to their
Disability Management Specialist or the Lead Interpreter by the date requested to ensure the
assignment of an interpreter(s) by the first classroom session.
2. Interpreters will be provided for academically-related functions. SSD must have five (5) days
advance notice. Interpreters will also be provided for other campus activities and events, but need
to be requested through the office or group responsible.
3. Absences are to be reported at least 24 hours before class or the event to both SSD and the
assigned Sign Language Interpreter. Unexpected absences should be reported as soon as
possible.
4. For written classroom examinations, interpreters may be provided to interpret instructions from the
professor to the class or questions from the student to the professor. Interpreters are generally not
permitted to interpret written examinations, whether administered in the classroom or in the SSD
office. Oral examinations will be interpreted.
5. Requests for specific interpreters will be honored if possible.
6. Choice of sign language preference will be accommodated but advanced notification is needed.
7. A TTY and VP is available for students in the SSD office.
Testing
1. New students must complete a Testing Orientation and sign off with their understanding of testing
accommodation procedures before testing accommodations are put in place.
2. Proctoring and other appropriate accommodations for examinations are provided for students for
whom testing accommodations are approved.
3. Students must first provide SSD with a class schedule for the semester on the “Schedule Form and
Request for Professor Letters” form. The student’s Disability Management Specialist will write a letter
to those professors teaching a course for which the student has requested testing
accommodations. The student will deliver the letter(s) directly to their professor(s). Three (3)
working days are required for SSD staff to process the request and prepare the professor letter(s).
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4. The student must also complete and return to SSD the “Request for Testing” form seven (7) days
prior to the date of each exam. A separate request must be submitted for each exam.
5. SSD staff will pick up the exam, provide the proctoring or other accommodation services and deliver
the exam to the professor through their departmental office.
6. Any irregularities in the exam process or the student’s behavior while testing will be reported in
writing to the professor.
7. Exams begin at the time of the student’s request. No additional time will be given to the student if
they arrive late for an exam. If the student is more than twenty (20) minutes late, the unused exam
will be returned to the instructor. It is then up to the instructor to allow the student to reschedule the
exam.
8. STANDARDIZED EXAMINATIONS – Accommodations national, state or departmental examinations
must be discussed with a Disability Management Specialist or the SSD Director and a Standardized
Examinations Request for Accommodation form completed and signed. Where appropriate, a letter
will be prepared on the student’s behalf verifying the approved testing accommodations. The
request for the letter must be submitted two weeks prior to the date that the student needs to pick
up the letter. Some standardized exams (e.g., GRE) require a signed document (provided by the
testing agency) to verify testing accommodations. Such a document replaces the need for a letter
from SSD.
It is the student’s responsibility to register in a timely fashion and to contact the university’s Office of
Testing Services (Family/Food Sciences, Rm. 110) about the date and place the exam will be given.
If the examination accommodations are to be provided in the SSD office, it is the student’s
responsibility to arrange the time and date with the SSD Testing Accommodations staff. SSD will
then pick up and deliver the exam to the Office of Testing Services.
NOTE: For state and national exams for purposes other than those required as part of California State
University, Fresno, it is the student’s responsibility to send in verification directly to the test sponsor. It is
recommended that students carefully review the test application and the requirements for accommodations
and allow a minimum of 4-6 weeks for processing the request.
Tutoring
1. SSD does not provide tutorial services directly.
2. Students are encouraged to utilize the Learning Center for tutoring services. A referral sheet will be
provided by SSD to introduce you. If a tutor is available for the subject you request, you will be
assigned to a small group (2-3 people) for tutoring. If it is deemed necessary, letter of
recommendation for one- on-one tutoring with the Learning Center can be provided by SSD.
3. It is the student’s responsibility to pick up the letter(s) from SSD and take it to the Learning
Resource Center.
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Typing
1. Typing will be provided for those students approved for this accommodation and for class
assignments only.
2. All work must be submitted in final form five (5) class days prior to the due date. Typing or word
processing must be required by the Instructor.
3. Clear instructions regarding formatting must be provided.
4. Duplication of papers and final proofing are the responsibility of the student.
RECEIVING, RESEARCHING AND RESOLVING STUDENT COMPLAINTS RELATED TO PROGRAM,
ACADEMIC, ARCHITECTURAL AND TECHNOLOGY ACCESSIBILITY AND ISSUES
It is a responsibility of the office of Services for Students with Disabilities to receive, research and document
issues and complaints related to program, academic, architectural and technology access presented by
students. It is further the responsibility of the SSD staff members to work to provide, where reasonable,
timely resolution of the issue or complaint presented. Where the resolution of an issue/complaint falls
outside of the function and responsibility of the SSD office, referral for resolution will be made to the
appropriate campus office.
1. When a student presents an access issue or complaint to SSD or such a complaint becomes known
to the SSD staff or student assistants, the issue/complaint shall be documented on the
“Contact/Request/Complaint (CRC) Form. Forms are available at SSD and on our website,
www.csufresno.edu/ssd/.
If at any point a student or other individual connected with the student states that they wish to file a formal
complaint with the university, they will be given a copy of the campus “Dispute Resolution Policy” (available
at the SSD front desk) and referred to the Office of the Vice President for Student Affairs and Dean of
Students. If the individual stating they wish to file a complaint is not a student or someone connected with a
student, the individual will be referred to the Office of Human Resources.
2. The CRC form shall be routed in a timely fashion to the appropriate SSD staff member to research
and initiate appropriate action.
3. If resolution of the issue/complaint falls within the responsibility of a campus office other than SSD,
an SSD staff member shall forward the issue/complaint to the appropriate individual/office. SSD will
request timely follow up and that information be provided to SSD regarding how the issue/complaint
will be resolved and/or any difficulties or issues involved in achieving resolution.
4. Whether or not the action needed to resolve the issue/complaint is most appropriately taken by an
SSD staff member or by personnel from another office, follow up information through the point of
resolution shall be documented on the CRC form and communicated to the student or the individual
who brought the issue/complaint to the attention of SSD staff.
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5. Every reasonable effort shall be made by the SSD staff to ensure that the issue/complaint is
addressed and appropriately resolved. Appropriate research into the issue/complaint may involve
contact with the individual bringing the issue/complaint, personnel from other campus offices, onsite inspections, and legal clarification from university counsel.
6. If the issue/complaint cannot be immediately resolved by the University for reasons of availability of
resources, SSD will recommend to the Vice President of Student Affairs that a reasonable timetable
to provide resolution be detailed, documented and communicated to the individual who brought the
issue/complaint.
7. If the issue/complaint is found not to have merit or if there is not a reasonable solution to the
issue/complaint, the reason(s) for the decision not to pursue further action shall be documented on
the CRC form and communicated to the individual who brought the issue/complaint.
8. A binder of active and pending CRC forms shall be maintained and reviewed periodically by the
SSD Director to ensure timely resolution of issues/complaints. A binder of CRC forms that relate to
resolved issues/complaints will also be maintained, in chronological order, for easy reference in the
SSD office.
9. Once an issue/complaint is resolved, a copy of the CRC form shall be placed in the student’s file in
the SSD office. Where resolution of the issue/complaint falls outside the responsibility of the SSD
office, copies of the CRC form with pertinent information shall be sent to the Vice President for
Student Affairs and to the campus ADA/504 compliance officer.
Declining Student Disability Services and Accommodations Requests:
Requests for SSD services and accommodations can be denied for the following reasons:
1. The student does not qualify as a person with a disability.
2. The requested accommodation is not related to the verified disability.
3. The student does not provide verification of a disability.
4. The campus is not legally required to provide the service or accommodations, e.g. “personal
assistance.”
5. There is no accommodation needed, based on information provided in the documentation presented
for verifying a disability.
6. SSD offers equally effective but different assistive equipment or accommodations.
7. Providing the service or accommodation would be a redundancy of services.
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8. The individual is not an enrolled student at the Fresno State campus, e.g., individuals taking
standardized examinations on the campus who request accommodations not authorized by the
testing agency or that are not deemed reasonable.
9. The requested service or accommodation is not viewed legally as “reasonable”.
10. The campus does not have the financial means to provide the accommodation.
11. Services may be suspended based on repeated failure of a student to follow the required SSD
procedures. Services will be reinstated upon verification of student compliance with SSD
procedures.
Appeal of Decisions Regarding Provision of Services and Accommodations
Students who do not agree with the denial of a requested accommodation may appeal the decision through
the on-campus informal and formal dispute resolution processes. A copy of the Dispute Resolution Policy
may be obtained from the Office of Services for Students with Disabilities, Henry Madden Library, suite
1202 or the Office of the Vice President for Student Affairs, Joyal Administration Building, Room 262.
Performance Monitoring Process of Services for Students with Disabilities
The Office of Services for Students with Disabilities will assess annually the quality and direction of its
services through a variety of assessment approaches. Student Affairs Feedback Cards are available at all
times to enable students and others to provide their comments regarding the quality of service received in
the SSD office.
Revised July 2011
F. Uses of the Journal
The Use of the Journal during Undergraduate Field Placement
In addition to required evaluation of practice assignments, students may choose to maintain a daily journal
during their undergraduate field placement. There are several purposes to the journal. Your journal is a
record of your learning experiences during your field placement. It is a place for questions, complaints,
frustrations, and facts. It reinforces and evaluates learned professional habits that will benefit your social
work practice. And ultimately, it will provide your field instructor and field liaison with useful and additional
information about yourself and your significant learning experiences during your undergraduate field
placement.
During the last thirty minutes of each day in your field placement, select and record significant information
acquired during that day (be sure to schedule time during your field placement). Initially, this may include
the names of peers and colleagues to whom you were introduced, the location and time of meetings you
have or will need to attend, and the nature of the tasks performed within your placement. Later, you will
observe other social workers performing various duties, which will inevitably lead to questions about the
focus and mission of the agency. By recording your observations and related questions, you are preparing
a list or agenda for meeting with your field instructor during weekly supervision sessions.
Throughout your field placement, as you learn and assume the role of a student social worker in your
agency and experience the available learning opportunities, you will also experience a diversity of feelings.
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You will have more questions than you probably remember during the first few weeks of placement. By
recording them in your journal, you are more likely to discuss them during weekly supervision sessions with
your field instructor. You may observe other social workers completing tasks differently than you would.
By recording your feelings of these experiences in your journal, you take the opportunity to process your
personal reactions and identify your professional and personal value system.
The journal can also be used for recording facts related to your field placement. Who are the people within
your agency you need to know to complete your role as an intern? Where are these people located? Have
you been introduced to individuals that will expect you to remember them the next time you see them? Are
you making appointments to see people, both clients and colleagues? Are there telephone calls to make,
tasks to perform, responsibilities to address? Your journal should contain all of this information.
The daily responsibility of completing the journal does more than simply record your experiences and
reactions for the day’s events. Establishing the habit of professional documentation and recording of
significant events in essential professional practice behavior. The opportunity to conceptualize and
organize your thoughts and experiences is a key element to your professional development, and provides
your field instructor a means of identifying potential confusion, misinterpretation or lack of information. You
are also demonstrating your ability to communicate effectively in writing.
The use of a daily journal will provide your field instructor with additional information to incorporate into your
Final Evaluations. The actual content of the journal will always be unique to the student and his/her
personal learning experiences. Do not simply record the tasks performed for the day. Include your feelings
and reactions. Be reflective, thoughtful, and self-evaluating. It is important to remember that your field
instructor and field liaison will read your journal, however. Try to keep your journal legible and neat.
Areas to include in your journal entries:
1. A brief summary of significant experiences.
2. Any questions you may have.
3. The processing of personal feelings and reactions.
Identification of problems, including:
1. How the problem relates to larger systems or other sub-systems.
2. Your assessment of the problem.
3. Any material read and how it relates to your intervention.
Each semester, you will be required to complete the evaluation of practice assignments included in your
learning agreement. The journal is one medium for evaluation of practice. Check with your field instructor
and faculty liaison regarding the use of a journal as one mechanism for evaluation of practice.
G. Legal and Ethical Issues
There are legal and ethical guidelines that must be followed in planning field placements for all social work
students. These guidelines are in place to insure that agency assignments for field placement conform to
federal and state laws, agency policies and the NASW Code of Ethics.
There are two primary areas to consider:
Conflict of Interest, and History of Felony and/or Misdemeanor Conviction(s).
Refer to Section 4, Part C & D for further information
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SECTION 9: FORMS
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A. Application for Field
1. SWRK 181/182 Field Application
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2. Conflict of Interest
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3. Field Practicum Student Agreement Form
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4. Petition for Exception
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B. Learning Agreements
1. SWRK 181 (Fall) Learning Agreement
Please see Section 6: C for Fall learning agreement
2. SWRK 182 (Spring) Learning Agreement
Please see Section 6: C for Spring learning agreement
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C. Application for Internship In Agency of Employment
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D. Weekly Individual Supervision & Internship Hours
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E. Evaluations
1. SWRK 181 (Fall) Mid-Term Evaluation
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2. SWRK 181 (Fall) Final Semester Evaluation
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3. SWRK 182 (Spring) Mid-Term Evaluation
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4. SWRK 182 (Spring) Final Semester Evaluation
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F. Templates and Samples
1. Corrective Action Plan
http://www.fresnostate.edu/chhs/social-work/policies-forms/fieldmaterials.html
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2. Sample Corrective Action Plan
SAMPLE Corrective Action Plan
For Unsatisfactory Student Performance in Field Placement
(Refer to the Field Manual for course requirements and grade procedures).
NOTE: To be completed by the faculty liaison in consultation with the student, field instructor and Field
Coordinator.
DATE: 10/23/15
STUDENT NAME:
Sample Student
st
STATUS: X BA (1 semester) BA (2nd semester)
MSW1
PLACEMENT AGENCY: Nowhere County Children’s Services
FIELD INSTRUCTOR: Sample Instructor
FACULTY LIAISON: Sample Liaison
ACADEMIC ADVISOR: Sample Advisor
MSW2
Identified Performance Issues: (please attach additional supporting documentation if necessary)
Ms. Student has not attended internship consistently (6 absences at mid-term).
Ms. Student has not called field instructor or agency to report absences in a timely manner.
Ms. Student relates to clients as a friend rather than in a professional manner.
Performance Area
Professional Development
a. Attendance and Time
Management
b. Use of Supervision
c. Completion of Assignments
Multi Systems Social Work Practice:
Practice with Clients
Practice with Staff
Practice with Administration
Assumption of Professional Responsibility for:
Skill Development
Assignments
Professional Demeanor
Current Level of Performance
Satisfactory
X
Marginal
Unsatisfactory
X
X
X
X
X
X
X
X
Other (Please Specify below)
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Corrective Plan
Instructions: The corrective action plan is to be completed by the Faculty Liaison in consultation with the
student, the field instructor and the Field Coordinator. Address all performance issues noted above and
provide clear objectives for satisfactory performance that include a specific, short term time frame.
Performance Objectives:
Time Frame:
Ms. Student will attend internship consistently as scheduled
11/9/15
Ms. Student will report excused absences by 8:00 AM that day.
11/9/15
Ms. Student will demonstrate appropriate boundaries and
professional demeanor in her work with clients and staff.
11/20/15
Field Instructor Will:
Time Frame:
FI will provide one hour of supervision to Ms. Student
10/14/15
FI will discuss professionalism in supervision
10/26/15
FI will have student observe her working with clients to model
appropriate boundaries and professional demeanor
11/9/15
Faculty Liaison Will:
1. Contact FI and student weekly to monitor progress
Time Frame:
10/14/15
2. Meet with student on campus to reinforce professional socialization
10/26/15
3. Meet with FI and student In November to assess progress
11/16/15
Additional Information:
Ms. Student is warm and engaging with clients and seems to have a genuine interest in working with them.
She has good potential as a social worker but needs to improve her attendance as well as her professional
demeanor.
Consequences for Continued Unsatisfactory Performance:
Dismissal from the field placement agency.
No Credit grade for SWRK 181
Referral to academic advisor for planning.
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Next Review Date:
11/16/15
I have participated in the development of this Corrective Action Plan and understand my responsibility in
meeting its objectives as well as the consequences for continued unsatisfactory performance.
Student Signature
Date
Field Instructor Signature
Date
Faculty Liaison Signature
Date
Field Coordinator Signature
Date
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3. Internship Hours Form
http://www.fresnostate.edu/chhs/social-work/policies-forms/fieldmaterials.html
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4. Sample Assessment Form & Intervention Plan
Identifying Information:
Name: Sample Student
Date: 10/3/12
Gender: M
x
F
Age: 8
Ethnicity: Mexican-American
Occupation: Student
Primary Language: Spanish
Relationship Status: Single x
Married
Divorced:
_ Other:
Referral/Presenting Problem(s)/Concern(s):
Referral Source:
Student was referred for social work services by his mother.
Reason for Referral:
Student was referred due to disruptive behavior at home and at school.
History of Presenting Problem(s)/Need(s):
Include sources of information (i.e. client, parent, teacher) and specifics regarding onset, frequency,
duration and severity of presenting concerns.
Teacher reports problems getting along with others, arguing, not sharing, unable to work in groups.
Mother reports student refuses to do what he is told and argues with her and siblings. Problems
began one month ago when father moved out.
Current Functioning: Complete all applicable areas.
Strengths: Student is healthy, enjoys playing soccer, and has several friends.
School: Student has received average grades, prior to this year and has consistently attended
school. Current grades are below average in math and language arts despite average ability.
Work/Occupation:
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Social Adjustment: Student is demonstrating problems getting along with others.
Emotional Adjustment: Student seems to be upset regarding father moving out.
Health (include relevant medical history and any current medications):
No relevant health problems.
Family and Support System Information:
Family Context: _Student currently lives in a 2 bedroom apartment with mother and two younger
siblings ages 5 and 2. Parents recently separated.
Extended Family and/or Support Systems: Extended family lives in the area and are supportive.
Mother and children attend church regularly.
Additional Information:
Community Context:
Home and Neighborhood Environment: Student lives in a low socioeconomic
neighborhood that experiences a moderate level of crime. Student’s apartment is clean and the
complex is reasonably well maintained.
Additional Information:
Goals of Social Work Services:
List the goals for service that are mutually identified with the client/consumer and specifically linked to the
presenting needs/concerns.
1.
Decrease conflict with peers
2.
Decrease defiance at home
3.
Increase school performance
4.
Signature of BA Social Work Intern
Date
Signature of Field Instructor
Date
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SWRK 182 INTERVENTION/ACTION PLAN
Date:
Client/Consumer Name:
Name of BA Intern:
Identified Needs Problems:
1.
2.
3.
Intervention/Action Plan
Goals
Intervention
Tasks
Time
Frame
Method of
Evaluation
1.
2.
3.
4.
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SWRK 182 INTERVENTION/ACTION PLAN
Date: 10/3/15
Client/Consumer Name: Sample Student
Name of BA Intern: Sample Intern
Identified Needs/Problems:
1. Conflict with peers
2. Defiance at home
3. School performance is decreasing
Intervention/Action Plan
Goals
1. Decrease
conflict with
peers
Intervention
Meet weekly with social
work intern
Tasks
Discuss problem
solving
Time
Frame
2 months
Role play
2. Decrease
defiance at
home
3. Increase
school
performance
Meet weekly with social
work intern
Anger
management
Meet bi-weekly with
mother
Parenting skills
Attend homework club
Complete
homework chart
Method of
Evaluation
# of
behavior
referrals
2 months
Parent
report
2 months
Report
card
4.
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5. Process Recording Format
The following format and example of process recording is taken from Wilson (1981).*
Format:
Supervisor’s Comments
Dialogue
Student’s Gut Level
In this column, the super- visor enters his
comments opposite the material recorded in t dialogue”
column. He may point out technique used by the student,
comment on the meaning of a client’s response, raise
questions for the student to think about suggest alternate
responses or techniques, and so forth.
This is where the student records the
content of what took place in the nterview,
using style described on
p 118-119.
The recorder puts down any
feelings he
was aware of as the dialogue
was taking place. For example,
“I felt anxious.”
I’m sure your being more comfortable affected interview
positively.
Mrs. B: I got a letter from my husband on
Monday and he said to go ahead and
file for divorce.
I felt a little more confident that
last time.
I wonder why the sudden change?
W (Worker): So you are filing for divorce?
I was surprised – Mrs. B. was
very willing
I’ll believe it when I see it!
Mrs. B.: Yeah – I’m going to go ahead and I’m feeling more at ease.
do it.
EXAMPLE:
W: Are you planning on filing soon, or are
you going to wait a while?
I wonder what other feelings she has about what’s
happened?
Mrs. B: Pretty soon, I hope I may as well
get a divorce since he’s going to be in jail
for 15 years.
What are the four kids doing while you all are talking?
Sister: I think she out to go ahead and get
one.
W: Where is your husband now? Mrs. B.:
In Puerto Rico.
W: What jail is he going to? Mrs. B: I don’t
know.
Your bias is showing (for her to get the divorce!)
W: Would transportation to Legal Aid be a
problem – if so, I’ll be glad to take you.
Sister: The car wouldn’t be a
She should know if she’s filed before.
Mrs. B: How much would the divorce cost
me?
W: I’m not real sure-probably nothing or
maybe just a small amount. I’ll check on it
for you
I wonder if she filed thru Legal Aid?
Mrs. B.: OK. I’ve filed for divorce once
before.
W. When did you file? Mrs. B: Back in
1973.
W: Well, whatever happened?
I feel like I’m getting
somewhere-not far, but
somewhere.
Note: Names and identifying details in all recording examples have been altered to
preserve confidentiality.
*Wilson, S. (1981). Field instruction. New York: The Free Press, pp. 119-20.
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6. Social Work Intern Orientation Checklist
Within the first month of field placement, each social work student shall receive a
comprehensive orientation to the agency. The Agency is responsible for covering the
following items as you orient the social work student intern to your agency. The
orientation checklist includes, but is not limited to:
Agency Overview
Review agency mission/purpose statement/philosophy/goals.
Review organizational structure.
Review the funding auspices and staffing patterns of the agency.
Review the role of the agency in relation to the community and its resources.
Review the identified program or service area where the student is assigned to
complete practicum requirements.
Agency Policies and Protocols
Review agency policies and procedures manual
Review telephone and communication policies/computer utilization.
Review internal communication policies.
Review office procedures, supplies, and provisions.
Review parking details and mileage policy.
Review work schedule, including late arrivals, absenteeism, lunch-time, and
breaks.
Review agency, department, and/or program meeting schedule.
Review intake, admissions, eligibility, registration, and informed consent
policies and procedures.
Review information and referral policies.
Review client fees and payment schedule.
Review forms for documentation/accountability/utilization review
Review client records and charting policies and procedures.
Review all laws, ethical codes, and social work values regulating social work
practice.
Review confidentiality, privileged communication, and release of information,
and legal exceptions to confidential information.
Review reporting laws and protocol, including child abuse/neglect,
elder/dependent adult abuse/neglect, and abusive or assaultive behavior.
Review high risk/dangerous client laws, including suicide, Tarasoff statute.
Review client emergency protocol.
Review agency policy regarding safety and security procedures and protocol,
e.g. personal safety; agency safety; community safety, etc.
Review agency policy regarding harassment and discrimination.
Review agency policy regarding Americans with Disabilities Act.
Review agency policy regarding HIPAA regulations and legislation.
Review agency policy regarding OSHA.
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FIELD INSTRUCTOR/STUDENT RESPONSIBILITIES
Review role, responsibilities, and expectations of student interns in the agency
operation.
Review role and responsibilities of field instructors and task supervisors (if
applicable).
Review supervision orientation, preparation and expectations for supervision.
Review supervision schedule.
Review emergency consultation with field instructor protocol.
Review educationally based recordings, process recordings and schedule.
Review agency orientation, training, and staff development opportunities (if
applicable).
Review plan for diversity/multi-cultural experiences.
Review how student will represent professional self and identifying self as a
social work intern with clients, staff and professionals.
Review scope of practice within the agency and as a social work student.
Review professional boundaries in the students’ relationships with clients,
collateral clients, and agency staff.
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G. Faculty Liaison Forms
1. Faculty Field Liaison Report Form
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2. Faculy Liaison Site Visit Checklist (First Visit)
http://www.fresnostate.edu/chhs/social-work/documents/FacultyLiaisonFirstSiteVisitCheckOffList.pdf
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3. Faculty Liaison Site Visit Checklist (Second Visit)
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Core Theories that Support the Social Work Curriculum
There are many theories of human behavior as well as theories and models that inform direct and indirect social work
practice. The extent of these theories is overwhelming to students as well as many practitioners. The faculty in the Department
of Social Work Education has analyzed program outcome data over many years and identified the need to place more focus on
the core theories that support the B.A. and M.S.W program curricula. These core theories are a starting point to build a strong
foundation for entry-level practice and life-long learning of more advanced theories and/or those most applicable to practice
specializations in which graduates are engaged. Additional theories are also covered in the program, including developmental
theories, psychodynamic theories, and theories specific to families, groups, organizations and communities. The four core
theories that support the social work curriculum are systems theory, empowerment theory, learning theory, and conflict theory.
They are summarized below. All faculty and field instructors are encouraged to discuss these theories with students and
facilitate student understanding of their application to practice.
1.
Systems Theory
Systems theory is a core component of generalist and multi systems social work practice. It focuses on recognition of
the significant environments and systems in which humans interact (micro, mezzo and macro) and the relevance of
those transactions to development and behavior. Analysis of these transactions between people and their social
environments is the basis for planning and implementing social work interventions.
2.
Empowerment Theory
Empowerment theory, as defined by Gutierrez (1995), is “the process of increasing personal, interpersonal, or political
power so that individuals, families and communities can take action to improve their situations” (p.229). It proposes
that an empowerment process improves physical, spiritual and behavioral health and wellness as well as social justice.
The core social work practice of advocacy is based on empowerment theory.
3.
Learning Theory
Learning theory is a broad category that includes four major theories: operant conditioning; classical conditioning;
cognitive-behavioral; and, social learning theory. All learning theories view behavior as a product of conditioning.
Given that most behaviors are learned, most can be unlearned and replaced with new learning. Intervention involves
re-education or re-learning that is based on the particular learning theory used. For example, social learning theory is
based on learning through observation and modeling that is further shaped by internal thoughts. Social skills training is
based on social learning theory.
4.
Conflict Theory
Conflict theory proposes that conflict is a fact of social life, that change, rather than stability is the norm, and that
conflict generates change through societal responses to coercion, constraint, domination and oppression (Robbins,
Chatterjee and Canda, 2006). Conflict theory informs social work interventions in that it questions who benefits and
who is disadvantaged by existing societal arrangements. Identification of sources of social, health, and income
inequalities oppression, discrimination and marginalization becomes the basis of client assessment, intervention and
evaluation at micro and macro system levels.
References:
Gutierrez, L. (1995). Understanding the empowerment process: Does consciousness make a difference? Social
Work Research, (19), 229-237.
Robbins, S.P., Chatterjee, P. & Canda, E. R. (2006). Contemporary human behavior theory: A critical perspective for
social work.
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